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08/08/2020Guidance for full opening: schools - GOV.UK

28/08/2020Guidance for full opening: schools - GOV.UK

https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools1/42

https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools1/51

GOV.UK

1. Home (https://www.gov.uk/)

2. Coronavirus (COVID-19) (https://www.gov.uk/coronavirus-taxon)

3. Education and childcare during coronavirus (https://www.gov.uk/coronavirus-taxon/education-and-

childcare)

4. Closures, exams and managing a school or early years setting during coronavirus

(https://www.gov.uk/coronavirus-taxon/closures-exams-managing-school)

5. Actions for schools during the coronavirus outbreak

(https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak)

Part of

Education and childcare during coronavirus

(https://www.gov.uk/coronavirus-taxon/education-and-childcare)

1. Department

for Education (https://www.gov.uk/government/organisations/department-for-education)

Guidance

Guidance for full opening: schools

Updated 7 August 2020

Updated 28 August 2020

Contents

Main changes since this guidance was last updated

Introduction

Section 1: Public health advice to minimise coronavirus (COVID-19) risks

The system of controls: protective measures

Section 2: School operations

Transport

Attendance

School workforce

Safeguarding

Catering

Estates

Educational visits

School uniform

Wraparound provision and extra-curricular activity

Section 3: Curriculum, behaviour and pastoral support

Curriculum expectations

Music, dance and drama in school

Catch-up support

Behaviour expectations

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Pupil wellbeing and support

Section 4: Assessment and accountability

Accountability expectations

Section 5: Contingency planning for outbreaks

Process in the event of local outbreaks

Contingency plans for outbreaks

Remote education support

Annex A: Health and safety risk assessment

Annex B: education, health and care plans

Annex B: education, health and care (EHC) plans

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This publication is licensed under the terms of the Open Government Licence v3.0 except where

otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-

licence/version/3 (https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3) or write to

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:

psi@nationalarchives.gsi.gov.uk.

Where we have identified any third party copyright information you will need to obtain permission

from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/actions-for-schools-

during-the-coronavirus-outbreak/guidance-for-full-opening-schools

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We have updated this guidance to:

Main changes since this guidance was last updated

provide more advice on risk management

The following information has been updated:

provide clarification on the age requirements related to face coverings on public transport

managing confirmed cases of coronavirus (COVID-19) amongst the school community

confirm revised guidance on cleaning has now been published

the framework for supporting transport to and from schools

set out that the Department for Education will be supporting schools over the summer on

pupils who are shielding or self-isolating

communications with staff, parents and pupils

use of face coverings in schools

give more information about pupils with education, health and care plans

actions for all schools and local authorities with regards to recording attendance and absence

give more information about managing contractors and other visitors to schools, including

employer health and safety and equalities duties

immunisation programmes

support available for schools with regard to supply teachers

clarify some details of the test and trace process

performance management and appraisal for teachers

provide additional advice on staff who are clinically vulnerable and clinically extremely

music, dance and drama in school

vulnerable

wraparound provision and extra-curricular activity

expand on use of space and ventilation

physical activity in schools

provide a link to the recorded webinar on mental health and wellbeing, clarify resources

new resources available for pupil wellbeing and support

available from MindEd, and link to e-Bug resources to support teaching children about hygiene

behaviour expectations

measures

primary assessment

provide advice on exam results day

additional resources available for delivering remote education

changes to SEND legislation

Introduction

It is our plan that all pupils, in all year groups, will return to school full-time from the beginning of the

autumn term.

This guidance is intended to support schools, both mainstream and alternative provision, to prepare

for this. It applies to primary, secondary (including sixth forms), infant, junior, middle, upper, school-

based nurseries and boarding schools. We expect independent schools to follow the control

measures set out in this document in the same way as state-funded schools. The guidance also

covers expectations for children with special educational needs and disability (SEND), including

those with education, health and care plans, in mainstream schools.

Separate guidance is available for early years, further education colleges and for special schools.

This guidance is in 5 sections. The first section sets out the actions school leaders should take to

minimise the risk of transmission of coronavirus (COVID-19) in their school. This is public health

advice, endorsed by Public Health England (PHE).

The rest of the guidance is focused on how the Department for Education (DfE) expects schools to

operate in this new context. This includes:

school operations

curriculum, behaviour and pastoral support

assessment and accountability

contingency planning to provide continuity of education in the case of a local outbreak

This guidance has been prepared with input from school leaders, unions and sector bodies and in

consultation with PHE and the Health and Safety Executive (HSE).

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We will keep this guidance under review and update as necessary.

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Welcoming children back to school

When we made the decision to ask schools to open only to a small number of children, this was done

with the aim of reducing transmission of coronavirus (COVID-19), to protect the NHS and save lives.

As the situation improved, we began to consider how we could bring more children and young people

back into schools, and supported primary schools to do so from 1 June, focusing on some year

back into schools. From 1 June, we supported primary schools to welcome some children back,

groups being educated in small ‘bubbles’, and secondary schools from 15 June, with year 10 and 12

focusing on specific year groups being educated in small ‘bubbles’, and from 15 June secondary

spending some time in school in small groups, with public health risk reduction measures in place.

schools welcomed back year 10 and 12 students to spend some time in school in small groups, with

Since 15 June, primary schools have also had flexibility to bring back other pupils where they have

public health risk reduction measures in place. Since 15 June, primary schools have also had the

space to do so.

flexibility to bring back other pupils where they have space to do so.

Now, the circumstances have changed. The prevalence of coronavirus (COVID-19) has decreased,

our NHS Test and Trace system is up and running, and we are clear about the measures that need to

our NHS Test and Trace system is up and running and we are clear about the measures that need to

be in place to create safer environments within schools.

Returning to school is vital for children’s education and for their wellbeing. Time out of school is

detrimental for children’s cognitive and academic development, particularly for disadvantaged

children. This impact can affect both current levels of learning and children’s future ability to learn,

children. This impact can affect both current levels of learning and children’s future ability to learn

and therefore we need to ensure all pupils can return to school sooner rather than later.

therefore we need to ensure all pupils can return to school sooner rather than later.

The risk to children themselves of becoming severely ill from coronavirus (COVID-19) is very low and

there are negative health impacts of being out of school. We know that school is a vital point of

contact for public health and safeguarding services that are critical to the wellbeing of children and

families.

Lower academic achievement also translates into long-term economic costs due to having a less

well-qualified workforce. This affects the standard of living that today’s pupils will have over the

course of their entire life. For many households, school closures have also affected their ability to

course of their entire life. For many households school closures have also affected their ability to

work. As the economy begins to recover, we need to remove this barrier so parents and carers can

return to work.

In relation to working in schools, whilst it is not possible to ensure a totally risk-free environment, the

Office of National Statistics’ analysis on coronavirus (COVID-19) related deaths linked to occupations

(https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/causesofdeath/bulletins/coronaviru

scovid19relateddeathsbyoccupationenglandandwales/deathsregistereduptoandincluding20april2020) suggests

that staff in educational settings tend not to be at any greater risk from the disease than many other

occupations. There is no evidence that children transmit the disease any more than adults.

Given the improved position, the balance of risk is now overwhelmingly in favour of children returning

to school. For the vast majority of children, the benefits of being back in school far outweigh the very

low risk from coronavirus (COVID-19), and this guidance explains the steps schools need to take to

low risk from coronavirus (COVID-19). This guidance explains the steps schools need to take to

reduce risks still further. As a result, we can plan for all children to return and start to reverse the

reduce the risks further. As a result, we can plan for all children to return and start to reverse the

enormous costs of missed education. This will be an important move back towards normal life for

many children and families.

We are, therefore, asking schools to prepare to welcome all children back this autumn. While

coronavirus (COVID-19) remains in the community, this means making judgments at a school level

about how to balance minimising any risks from coronavirus (COVID-19) by maximising control

measures with providing a full educational experience for children and young people. Schools should

use their existing resources to make arrangements to welcome all children back. There are no plans

at present to reimburse additional costs incurred as part of that process.

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The measures set out in this guidance provide a framework for school leaders to put in place

proportionate protective measures for children and staff, which also ensure that all pupils receive a

high quality education that enables them to thrive and progress. In welcoming all children back this

autumn, schools will be asked to minimise the number of contacts that a pupil has during the school

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day as part of implementing the system of controls outlined below to reduce the risk of transmission.

If schools follow the guidance set out here and maximise control measures, they can be confident

they are managing risk effectively.

While our aim is to have all pupils back at school in the autumn, every school will also need to plan

for the possibility of a local lockdown and how they will ensure continuity of education.

Purpose of this guidance

The first section of this guidance sets out the public health advice schools must follow to minimise the

risks of coronavirus (COVID-19) transmission. It also includes the process that should be followed if

anyone develops coronavirus (COVID-19) symptoms while at school. This guidance has been

developed with advice from PHE.

The public health advice in this guidance makes up a PHE-endorsed ‘system of controls’, building on

the hierarchy of protective measures that have been in use throughout the coronavirus (COVID-19)

outbreak. When implemented in line with a revised risk assessment, these measures create an

pandemic. When implemented in line with a revised risk assessment, these measures create an

inherently safer environment for children and staff where the risk of transmission of infection is

substantially reduced.

The system of controls provides a set of principles and if schools follow this advice and maximise use

The system of controls provides a set of principles and if schools follow this advice and maximise the

of control measures, they will effectively minimise risks. All elements of the system of controls are

use of control measures, they will effectively minimise risks. All elements of the system of controls

essential. All schools must cover them all, but the way different schools implement some of the

are essential. All schools must cover them all, but the way different schools implement some of the

requirements will differ based on their individual circumstances. Where something is essential for

public health reasons, as advised by PHE, we have said ‘must’. Where there is a legal requirement

we have made that clear. This guidance does not create any new legal obligations.

There cannot be a ‘one-size-fits-all’ approach where the system of controls describes every scenario.

School leaders will be best placed to understand the needs of their schools and communities, and to

School leaders will be best placed to understand the needs of their schools and communities and to

make informed judgments about how to balance delivering a broad and balanced curriculum with the

measures needed to manage risk. The system of controls provides a set of principles to help them do

this and, if schools follow this advice and maximise use of control measures, they will effectively

this and, if schools follow this advice and maximise the use of control measures, they will effectively

minimise risks.

We expect schools and trusts to work closely with parents, staff and unions, as they normally would,

We expect schools and trusts to work closely with parents, staff and unions, as they normally would

when agreeing the best approaches for their circumstances. Where the personal circumstances of

parents and/or staff create added concerns, schools and trusts should discuss these, and we have

parents or staff create added concerns, schools and trusts should discuss these, and we have

offered advice in this document about how to do this. We want all pupils and staff to be back in

schools, and believe the conditions are right for this, but some people will understandably have

worries that should be heard and addressed.

The rest of the guidance sets out more details on how DfE expects schools to operate in the autumn

term. This covers:

school operations, including attendance, workforce, estates, catering

curriculum, behaviour and pastoral support

assessment and accountability, including plans for inspection

contingency planning in case of self-isolation of multiple pupils or staff or local outbreaks

Section 1: Public health advice to minimise coronavirus (COVID-19) risks

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We are asking schools to prepare for all pupils to return full-time from the start of the autumn term,

including those in school-based nurseries. Schools should not put in place rotas.

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Schools must comply with health and safety law, which requires them to assess risks and put in place

proportionate control measures. Schools should thoroughly review their health and safety risk

assessments and draw up plans for the autumn term that address the risks identified using the

system of controls set out below. These are an adapted form of the system of protective measures

system of controls. These are an adapted form of the system of protective measures that will be

that will be familiar from the summer term. Essential measures include:

familiar from the summer term. Essential measures include:

a requirement that people who are ill stay at home

robust hand and respiratory hygiene

enhanced cleaning arrangements

active engagement with NHS Test and Trace

formal consideration of how to reduce contacts and maximise distancing between those in

school wherever possible and minimise potential for contamination so far as is reasonably

school wherever possible and minimise the potential for contamination so far as is reasonably

practicable

How contacts are reduced will depend on the school’s circumstances and will (as much as possible)

include:

grouping children together

avoiding contact between groups

arranging classrooms with forward facing desks

staff maintaining distance from pupils and other staff as much as possible

Risk assessment

Employers must protect people from harm. This includes taking reasonable steps to protect staff,

pupils and others from coronavirus (COVID-19) within the education setting.

Schools have remained open to some pupils since 23 March, welcoming more pupils back from 1

June. Schools should therefore have already assessed the risks and implemented proportionate

control measures to limit the transmission of coronavirus (COVID-19) for a limited number of pupils.

As part of planning for full return in the autumn term, it is a legal requirement that schools should

revisit and update their risk assessments (building on the learning to date and the practices they

have already developed), to consider the additional risks and control measures to enable a return to

have already developed). Schools should consider the additional risks and control measures to

full capacity in the autumn term. Settings should also review and update their wider risk assessments

enable a return to full capacity in the autumn term. Schools should also review and update their wider

and consider the need for relevant revised controls in respect of their conventional risk profile

risk assessments and consider the need for relevant revised controls in respect of their conventional

considering the implications of coronavirus (COVID-19). Schools should ensure that they implement

risk profile considering the implications of coronavirus (COVID-19). Schools should ensure that they

sensible and proportionate control measures which follow the health and safety hierarchy of controls

implement sensible and proportionate control measures which follow the health and safety hierarchy

to reduce the risk to the lowest reasonably practicable level.

of controls to reduce the risk to the lowest reasonably practicable level.

School employers should have active arrangements in place to monitor that the controls are:

effective

working as planned

updated appropriately considering any issues identified and changes in public health advice

For more information on what is required of school employers in relation to health and safety risk

assessments and managing risk, see annex A.

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The system of controls: protective measures

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Having assessed their risk, schools must work through the below system of controls, adopting

measures to the fullest extent possible in a way that addresses the risk identified in their assessment,

works for their school, and allows them to deliver a broad and balanced curriculum for their pupils,

works for their school and allows them to deliver a broad and balanced curriculum for their pupils,

including full educational and care support for those pupils who have SEND.

including full educational and care support for those pupils who have Special Educational Needs and

Disabilities (SEND).

If schools follow the guidance set out here they will effectively reduce risks in their school and create

an inherently safer environment.

System of controls

This is the set of actions schools must take. They are grouped into ‘prevention’ and ‘response to

This is the set of actions schools must take. They are grouped into ‘prevention’ and ‘response to any

any infection’ and are outlined in more detail in the sections below.

infection’ and are outlined in more detail in the following sections.

Prevention:

Prevention

1) minimise contact with individuals who are unwell by ensuring that those who have coronavirus

1) Minimise contact with individuals who are unwell by ensuring that those who have coronavirus

(COVID-19) symptoms, or who have someone in their household who does, do not attend

school

school.

2) clean hands thoroughly more often than usual

2) Use of face coverings in schools.

3) ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach

3) Clean hands thoroughly more often than usual.

4) introduce enhanced cleaning, including cleaning frequently touched surfaces often, using

4) Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach.

standard products such as detergents and bleach

5) Introduce enhanced cleaning, including cleaning frequently touched surfaces often, using

5) minimise contact between individuals and maintain social distancing wherever possible

standard products such as detergents and bleach.

6) where necessary, wear appropriate personal protective equipment (PPE)

6) Minimise contact between individuals and maintain social distancing wherever possible.

Numbers 1 to 4 must be in place in all schools, all the time.

7) Where necessary, wear appropriate personal protective equipment (PPE).

Number 5 must be properly considered and schools must put in place measures that suit their

Numbers 1 to 5 must be in place in all schools, all the time.

Number 6 must be properly considered and schools must put in place measures that suit their

particular circumstances.

Number 6 applies in specific circumstances.

Number 7 applies in specific circumstances.

Response to any infection:

Response to any infection

7) engage with the NHS Test and Trace process

8) Engage with the NHS Test and Trace process.

8) manage confirmed cases of coronavirus (COVID-19) amongst the school community

9) Manage confirmed cases of coronavirus (COVID-19) amongst the school community.

9) contain any outbreak by following local health protection team advice

10) Contain any outbreak by following local health protection team advice.

Numbers 7 to 9 must be followed in every case where they are relevant.

Numbers 8 to 10 must be followed in every case where they are relevant.

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Prevention

1. Minimise contact with individuals who are unwell by ensuring that those who have

coronavirus (COVID-19) symptoms, or who have someone in their household who does, do

not attend school

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Ensuring that pupils, staff and other adults do not come into the school if they have coronavirus

(COVID-19) symptoms (https://www.gov.uk/guidance/nhs-test-and-trace-how-it-works#people-who-develop-

symptoms-of-coronavirus), or have tested positive in at least the last 10 days, and ensuring anyone

symptoms-of-coronavirus) or have tested positive in at least the last 10 days and ensuring anyone

developing those symptoms during the school day is sent home, are essential actions to reduce the

risk in schools and further drive down transmission of coronavirus (COVID-19).

All schools must follow this process and ensure all staff are aware of it.

If anyone in the school becomes unwell with a new and persistent cough or a high temperature, or

has a loss of, or change in, their normal sense of taste or smell (anosmia), they must be sent home

has a loss of or change in, their normal sense of taste or smell (anosmia), they must be sent home

and advised to follow ‘stay at home: guidance for households with possible or confirmed coronavirus

and advised to follow guidance for households with possible or confirmed coronavirus (COVID-19)

(COVID-19) infection (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance)’, which

infection (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance), which sets out that

sets out that they should self-isolate for at least 10 days and should arrange to have a test

they should self-isolate for at least 10 days and should arrange to have a test

(https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) to see if they have coronavirus (COVID-

19).

If they have tested positive whilst not experiencing symptoms but develop symptoms during the

isolation period, they should restart the 10 day isolation period from the day they develop symptoms.

isolation period, they should restart the 10-day isolation period from the day they develop symptoms.

This only applies to those who begin their isolation on or after 30 July.

Other members of their household (including any siblings) should self-isolate for 14 days from when

the symptomatic person first had symptoms.

If a child is awaiting collection, they should be moved, if possible, to a room where they can be

isolated behind a closed door, depending on the age and needs of the child, with appropriate adult

supervision if required. Ideally, a window should be opened for ventilation. If it is not possible to

isolate them, move them to an area which is at least 2 metres away from other people.

If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom

if possible. The bathroom must be cleaned and disinfected using standard cleaning products before

being used by anyone else.

PPE must be worn by staff caring for the child while they await collection if a distance of 2 metres

cannot be maintained (such as for a very young child or a child with complex needs). More

information on PPE use can be found in the safe working in education, childcare and children’s social

care settings, including the use of personal protective equipment (PPE)

(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-

working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-

equipment-ppe) guidance.

If a child in a boarding school shows symptoms, they should initially self-isolate in their residential

setting household. Most children will benefit from self-isolating in their boarding house so that their

usual support can continue. Others will benefit more from self-isolating in their family home. For more

information on how to care for a symptomatic child while protecting the welfare of other pupils and

staff, read the guidance on isolation for residential educational settings.

staff, read the guidance on isolation for residential educational settings

(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-isolation-for-residential-

educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings)

educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings).

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As is usual practice, in an emergency, call 999 if someone is seriously ill or injured or their life is at

risk. Anyone with coronavirus (COVID-19) symptoms should not visit the GP, pharmacy, urgent care

centre or a hospital.

Any members of staff who have helped someone with symptoms and any pupils who have been in

close contact with them do not need to go home to self-isolate unless they develop symptoms

themselves (in which case, they should arrange a test) or if the symptomatic person subsequently

tests positive or they have been requested to do so by NHS Test and Trace.

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tests positive (see below) or they have been requested to do so by NHS Test and Trace.

Everyone must wash their hands thoroughly for 20 seconds with soap and running water or use hand

sanitiser after any contact with someone who is unwell. The area around the person with symptoms

must be cleaned with normal household bleach after they have left to reduce the risk of passing the

infection on to other people. See the COVID-19: cleaning of non-healthcare settings guidance

(https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings).

Public Health England is clear that routinely taking the temperature of pupils is not recommended as

this is an unreliable method for identifying coronavirus (COVID-19).

2. Clean hands thoroughly more often than usual

2. Use of face coverings in schools

Coronavirus (COVID-19) is an easy virus to kill when it is on skin. This can be done with soap and

The government is not recommending universal use of face coverings in all schools. Schools that

running water or hand sanitiser. Schools must ensure that pupils clean their hands regularly,

teach children in years 7 and above and which are not under specific local restriction measures will

including when they arrive at school, when they return from breaks, when they change rooms and

have the discretion to require face coverings for pupils, staff and visitors in areas outside the

before and after eating. Regular and thorough hand cleaning is going to be needed for the

classroom where social distancing cannot easily be maintained, such as corridors and communal

foreseeable future. Points to consider and implement:

areas and it has been deemed appropriate in those circumstances. Primary school children will not

whether the school has enough hand washing or hand sanitiser ‘stations’ available so that all

need to wear a face covering.

pupils and staff can clean their hands regularly

In particular, schools that teach years 7 and above may decide to recommend the wearing of face

supervision of hand sanitiser use given risks around ingestion. Small children and pupils with

coverings for pupils, staff or visitors in communal areas outside the classroom where the layout of the

complex needs should continue to be helped to clean their hands properly. Skin friendly skin

schools makes it difficult to maintain social distancing when staff and pupils are moving around the

cleaning wipes can be used as an alternative

premises, for example, corridors.

building these routines into school culture, supported by behaviour expectations and helping

In primary schools where social distancing is not possible in areas outside of classrooms between

ensure younger children and those with complex needs understand the need to follow them

members of staff or visitors, for example in staffrooms, headteachers will have the d

3. Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach

The ‘catch it, bin it, kill it’ approach continues to be very important, so schools must ensure that they

have enough tissues and bins available in the school to support pupils and staff to follow this routine.

As with hand cleaning, schools must ensure younger children and those with complex needs are

helped to get this right, and all pupils understand that this is now part of how school operates. The e-

Bug coronavirus (COVID-19) website (https://e-bug.eu/eng_home.aspx?

cc=eng&ss=1&t=Information%20about%20the%20Coronavirus) contains free resources for schoo

सेव किए गए Diffs

ऑरिजनल टेक्स्ट

फ़ाइल खोलें

08/08/2020Guidance for full opening: schools - GOV.UK
https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools1/42
 GOV.UK 
1. Home (https://www.gov.uk/)
2. Coronavirus (COVID-19) (https://www.gov.uk/coronavirus-taxon)
3. Education and childcare during coronavirus (https://www.gov.uk/coronavirus-taxon/education-and-
childcare)
4. Closures, exams and managing a school or early years setting during coronavirus
(https://www.gov.uk/coronavirus-taxon/closures-exams-managing-school)
5. Actions for schools during the coronavirus outbreak
(https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak)
Part of
Education and childcare during coronavirus
(https://www.gov.uk/coronavirus-taxon/education-and-childcare)
1. Department 
for Education (https://www.gov.uk/government/organisations/department-for-education)
Guidance
Guidance for full opening: schools
Updated 7 August 2020
Contents
Introduction
Section 1: Public health advice to minimise coronavirus (COVID-19) risks
Section 2: School operations
Section 3: Curriculum, behaviour and pastoral support
Section 4: Assessment and accountability
Section 5: Contingency planning for outbreaks
Annex A: Health and safety risk assessment
Annex B: education, health and care plans

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© Crown copyright 2020
This publication is licensed under the terms of the Open Government Licence v3.0 except where
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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:
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Where we have identified any third party copyright information you will need to obtain permission
from the copyright holders concerned.
This publication is available at https://www.gov.uk/government/publications/actions-for-schools-
during-the-coronavirus-outbreak/guidance-for-full-opening-schools

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We have updated this guidance to:
provide more advice on risk management
provide clarification on the age requirements related to face coverings on public transport
confirm revised guidance on cleaning has now been published
set out that the Department for Education will be supporting schools over the summer on
communications with staff, parents and pupils
give more information about pupils with education, health and care plans
give more information about managing contractors and other visitors to schools, including
immunisation programmes
clarify some details of the test and trace process
provide additional advice on staff who are clinically vulnerable and clinically extremely
vulnerable
expand on use of space and ventilation
provide a link to the recorded webinar on mental health and wellbeing, clarify resources
available from MindEd, and link to e-Bug resources to support teaching children about hygiene
measures
provide advice on exam results day
Introduction
It is our plan that all pupils, in all year groups, will return to school full-time from the beginning of the
autumn term.
This guidance is intended to support schools, both mainstream and alternative provision, to prepare
for this. It applies to primary, secondary (including sixth forms), infant, junior, middle, upper, school-
based nurseries and boarding schools. We expect independent schools to follow the control
measures set out in this document in the same way as state-funded schools. The guidance also
covers expectations for children with special educational needs and disability (SEND), including
those with education, health and care plans, in mainstream schools.
Separate guidance is available for early years, further education colleges and for special schools.
This guidance is in 5 sections. The first section sets out the actions school leaders should take to
minimise the risk of transmission of coronavirus (COVID-19) in their school. This is public health
advice, endorsed by Public Health England (PHE).
The rest of the guidance is focused on how the Department for Education (DfE) expects schools to
operate in this new context. This includes:
school operations
curriculum, behaviour and pastoral support
assessment and accountability
contingency planning to provide continuity of education in the case of a local outbreak
This guidance has been prepared with input from school leaders, unions and sector bodies and in
consultation with PHE and the Health and Safety Executive (HSE).
We will keep this guidance under review and update as necessary.

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Welcoming children back to school
When we made the decision to ask schools to open only to a small number of children, this was done
with the aim of reducing transmission of coronavirus (COVID-19), to protect the NHS and save lives.
As the situation improved, we began to consider how we could bring more children and young people
back into schools, and supported primary schools to do so from 1 June, focusing on some year
groups being educated in small ‘bubbles’, and secondary schools from 15 June, with year 10 and 12
spending some time in school in small groups, with public health risk reduction measures in place.
Since 15 June, primary schools have also had flexibility to bring back other pupils where they have
space to do so.
Now, the circumstances have changed. The prevalence of coronavirus (COVID-19) has decreased,
our NHS Test and Trace system is up and running, and we are clear about the measures that need to
be in place to create safer environments within schools.
Returning to school is vital for children’s education and for their wellbeing. Time out of school is
detrimental for children’s cognitive and academic development, particularly for disadvantaged
children. This impact can affect both current levels of learning and children’s future ability to learn,
and therefore we need to ensure all pupils can return to school sooner rather than later.
The risk to children themselves of becoming severely ill from coronavirus (COVID-19) is very low and
there are negative health impacts of being out of school. We know that school is a vital point of
contact for public health and safeguarding services that are critical to the wellbeing of children and
families.
Lower academic achievement also translates into long-term economic costs due to having a less
well-qualified workforce. This affects the standard of living that today’s pupils will have over the
course of their entire life. For many households, school closures have also affected their ability to
work. As the economy begins to recover, we need to remove this barrier so parents and carers can
return to work.
In relation to working in schools, whilst it is not possible to ensure a totally risk-free environment, the
Office of National Statistics’ analysis on coronavirus (COVID-19) related deaths linked to occupations
(https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/causesofdeath/bulletins/coronaviru
scovid19relateddeathsbyoccupationenglandandwales/deathsregistereduptoandincluding20april2020) suggests
that staff in educational settings tend not to be at any greater risk from the disease than many other
occupations. There is no evidence that children transmit the disease any more than adults.
Given the improved position, the balance of risk is now overwhelmingly in favour of children returning
to school. For the vast majority of children, the benefits of being back in school far outweigh the very
low risk from coronavirus (COVID-19), and this guidance explains the steps schools need to take to
reduce risks still further. As a result, we can plan for all children to return and start to reverse the
enormous costs of missed education. This will be an important move back towards normal life for
many children and families.
We are, therefore, asking schools to prepare to welcome all children back this autumn. While
coronavirus (COVID-19) remains in the community, this means making judgments at a school level
about how to balance minimising any risks from coronavirus (COVID-19) by maximising control
measures with providing a full educational experience for children and young people. Schools should
use their existing resources to make arrangements to welcome all children back. There are no plans
at present to reimburse additional costs incurred as part of that process.
The measures set out in this guidance provide a framework for school leaders to put in place
proportionate protective measures for children and staff, which also ensure that all pupils receive a
high quality education that enables them to thrive and progress. In welcoming all children back this
autumn, schools will be asked to minimise the number of contacts that a pupil has during the school

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day as part of implementing the system of controls outlined below to reduce the risk of transmission.
If schools follow the guidance set out here and maximise control measures, they can be confident
they are managing risk effectively.
While our aim is to have all pupils back at school in the autumn, every school will also need to plan
for the possibility of a local lockdown and how they will ensure continuity of education.
Purpose of this guidance
The first section of this guidance sets out the public health advice schools must follow to minimise the
risks of coronavirus (COVID-19) transmission. It also includes the process that should be followed if
anyone develops coronavirus (COVID-19) symptoms while at school. This guidance has been
developed with advice from PHE.
The public health advice in this guidance makes up a PHE-endorsed ‘system of controls’, building on
the hierarchy of protective measures that have been in use throughout the coronavirus (COVID-19)
outbreak. When implemented in line with a revised risk assessment, these measures create an
inherently safer environment for children and staff where the risk of transmission of infection is
substantially reduced.
The system of controls provides a set of principles and if schools follow this advice and maximise use
of control measures, they will effectively minimise risks. All elements of the system of controls are
essential. All schools must cover them all, but the way different schools implement some of the
requirements will differ based on their individual circumstances. Where something is essential for
public health reasons, as advised by PHE, we have said ‘must’. Where there is a legal requirement
we have made that clear. This guidance does not create any new legal obligations.
There cannot be a ‘one-size-fits-all’ approach where the system of controls describes every scenario.
School leaders will be best placed to understand the needs of their schools and communities, and to
make informed judgments about how to balance delivering a broad and balanced curriculum with the
measures needed to manage risk. The system of controls provides a set of principles to help them do
this and, if schools follow this advice and maximise use of control measures, they will effectively
minimise risks.
We expect schools and trusts to work closely with parents, staff and unions, as they normally would,
when agreeing the best approaches for their circumstances. Where the personal circumstances of
parents and/or staff create added concerns, schools and trusts should discuss these, and we have
offered advice in this document about how to do this. We want all pupils and staff to be back in
schools, and believe the conditions are right for this, but some people will understandably have
worries that should be heard and addressed.
The rest of the guidance sets out more details on how DfE expects schools to operate in the autumn
term. This covers:
school operations, including attendance, workforce, estates, catering
curriculum, behaviour and pastoral support
assessment and accountability, including plans for inspection
contingency planning in case of self-isolation of multiple pupils or staff or local outbreaks
Section 1: Public health advice to minimise coronavirus (COVID-19) risks
We are asking schools to prepare for all pupils to return full-time from the start of the autumn term,
including those in school-based nurseries. Schools should not put in place rotas.

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Schools must comply with health and safety law, which requires them to assess risks and put in place
proportionate control measures. Schools should thoroughly review their health and safety risk
assessments and draw up plans for the autumn term that address the risks identified using the
system of controls set out below. These are an adapted form of the system of protective measures
that will be familiar from the summer term. Essential measures include:
a requirement that people who are ill stay at home
robust hand and respiratory hygiene
enhanced cleaning arrangements
active engagement with NHS Test and Trace
formal consideration of how to reduce contacts and maximise distancing between those in
school wherever possible and minimise potential for contamination so far as is reasonably
practicable
How contacts are reduced will depend on the school’s circumstances and will (as much as possible)
include:
grouping children together
avoiding contact between groups
arranging classrooms with forward facing desks
staff maintaining distance from pupils and other staff as much as possible
Risk assessment
Employers must protect people from harm. This includes taking reasonable steps to protect staff,
pupils and others from coronavirus (COVID-19) within the education setting.
Schools have remained open to some pupils since 23 March, welcoming more pupils back from 1
June. Schools should therefore have already assessed the risks and implemented proportionate
control measures to limit the transmission of coronavirus (COVID-19) for a limited number of pupils.
As part of planning for full return in the autumn term, it is a legal requirement that schools should
revisit and update their risk assessments (building on the learning to date and the practices they
have already developed), to consider the additional risks and control measures to enable a return to
full capacity in the autumn term. Settings should also review and update their wider risk assessments
and consider the need for relevant revised controls in respect of their conventional risk profile
considering the implications of coronavirus (COVID-19). Schools should ensure that they implement
sensible and proportionate control measures which follow the health and safety hierarchy of controls
to reduce the risk to the lowest reasonably practicable level.
School employers should have active arrangements in place to monitor that the controls are:
effective
working as planned
updated appropriately considering any issues identified and changes in public health advice
For more information on what is required of school employers in relation to health and safety risk
assessments and managing risk, see annex A.
The system of controls: protective measures

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Having assessed their risk, schools must work through the below system of controls, adopting
measures to the fullest extent possible in a way that addresses the risk identified in their assessment,
works for their school, and allows them to deliver a broad and balanced curriculum for their pupils,
including full educational and care support for those pupils who have SEND.
If schools follow the guidance set out here they will effectively reduce risks in their school and create
an inherently safer environment.
System of controls
This is the set of actions schools must take. They are grouped into ‘prevention’ and ‘response to
any infection’ and are outlined in more detail in the sections below.
Prevention:
1) minimise contact with individuals who are unwell by ensuring that those who have coronavirus
(COVID-19) symptoms, or who have someone in their household who does, do not attend
school
2) clean hands thoroughly more often than usual
3) ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach
4) introduce enhanced cleaning, including cleaning frequently touched surfaces often, using
standard products such as detergents and bleach
5) minimise contact between individuals and maintain social distancing wherever possible
6) where necessary, wear appropriate personal protective equipment (PPE)
Numbers 1 to 4 must be in place in all schools, all the time.
Number 5 must be properly considered and schools must put in place measures that suit their
particular circumstances.
Number 6 applies in specific circumstances.
Response to any infection:
7) engage with the NHS Test and Trace process
8) manage confirmed cases of coronavirus (COVID-19) amongst the school community
9) contain any outbreak by following local health protection team advice
Numbers 7 to 9 must be followed in every case where they are relevant.
Prevention
1. Minimise contact with individuals who are unwell by ensuring that those who have
coronavirus (COVID-19) symptoms, or who have someone in their household who does, do
not attend school

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Ensuring that pupils, staff and other adults do not come into the school if they have coronavirus
(COVID-19) symptoms (https://www.gov.uk/guidance/nhs-test-and-trace-how-it-works#people-who-develop-
symptoms-of-coronavirus), or have tested positive in at least the last 10 days, and ensuring anyone
developing those symptoms during the school day is sent home, are essential actions to reduce the
risk in schools and further drive down transmission of coronavirus (COVID-19).
All schools must follow this process and ensure all staff are aware of it.
If anyone in the school becomes unwell with a new and persistent cough or a high temperature, or
has a loss of, or change in, their normal sense of taste or smell (anosmia), they must be sent home
and advised to follow ‘stay at home: guidance for households with possible or confirmed coronavirus
(COVID-19) infection (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance)’, which
sets out that they should self-isolate for at least 10 days and should arrange to have a test
(https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) to see if they have coronavirus (COVID-
19).
If they have tested positive whilst not experiencing symptoms but develop symptoms during the
isolation period, they should restart the 10 day isolation period from the day they develop symptoms.
This only applies to those who begin their isolation on or after 30 July.
Other members of their household (including any siblings) should self-isolate for 14 days from when
the symptomatic person first had symptoms.
If a child is awaiting collection, they should be moved, if possible, to a room where they can be
isolated behind a closed door, depending on the age and needs of the child, with appropriate adult
supervision if required. Ideally, a window should be opened for ventilation. If it is not possible to
isolate them, move them to an area which is at least 2 metres away from other people.
If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom
if possible. The bathroom must be cleaned and disinfected using standard cleaning products before
being used by anyone else.
PPE must be worn by staff caring for the child while they await collection if a distance of 2 metres
cannot be maintained (such as for a very young child or a child with complex needs). More
information on PPE use can be found in the safe working in education, childcare and children’s social
care settings, including the use of personal protective equipment (PPE)
(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-
working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-
equipment-ppe) guidance.
If a child in a boarding school shows symptoms, they should initially self-isolate in their residential
setting household. Most children will benefit from self-isolating in their boarding house so that their
usual support can continue. Others will benefit more from self-isolating in their family home. For more
information on how to care for a symptomatic child while protecting the welfare of other pupils and
staff, read the guidance on isolation for residential educational settings.
(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-isolation-for-residential-
educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings)
As is usual practice, in an emergency, call 999 if someone is seriously ill or injured or their life is at
risk. Anyone with coronavirus (COVID-19) symptoms should not visit the GP, pharmacy, urgent care
centre or a hospital.
Any members of staff who have helped someone with symptoms and any pupils who have been in
close contact with them do not need to go home to self-isolate unless they develop symptoms
themselves (in which case, they should arrange a test) or if the symptomatic person subsequently

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tests positive (see below) or they have been requested to do so by NHS Test and Trace.
Everyone must wash their hands thoroughly for 20 seconds with soap and running water or use hand
sanitiser after any contact with someone who is unwell. The area around the person with symptoms
must be cleaned with normal household bleach after they have left to reduce the risk of passing the
infection on to other people. See the COVID-19: cleaning of non-healthcare settings guidance
(https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings).
Public Health England is clear that routinely taking the temperature of pupils is not recommended as
this is an unreliable method for identifying coronavirus (COVID-19).
2. Clean hands thoroughly more often than usual
Coronavirus (COVID-19) is an easy virus to kill when it is on skin. This can be done with soap and
running water or hand sanitiser. Schools must ensure that pupils clean their hands regularly,
including when they arrive at school, when they return from breaks, when they change rooms and
before and after eating. Regular and thorough hand cleaning is going to be needed for the
foreseeable future. Points to consider and implement:
whether the school has enough hand washing or hand sanitiser ‘stations’ available so that all
pupils and staff can clean their hands regularly
supervision of hand sanitiser use given risks around ingestion. Small children and pupils with
complex needs should continue to be helped to clean their hands properly. Skin friendly skin
cleaning wipes can be used as an alternative
building these routines into school culture, supported by behaviour expectations and helping
ensure younger children and those with complex needs understand the need to follow them
3. Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach
The ‘catch it, bin it, kill it’ approach continues to be very important, so schools must ensure that they
have enough tissues and bins available in the school to support pupils and staff to follow this routine.
As with hand cleaning, schools must ensure younger children and those with complex needs are
helped to get this right, and all pupils understand that this is now part of how school operates. The e-
Bug coronavirus (COVID-19) website (https://e-bug.eu/eng_home.aspx?
cc=eng&ss=1&t=Information%20about%20the%20Coronavirus) contains free resources for schools,
including materials to encourage good hand and respiratory hygiene.
Some pupils with complex needs will struggle to maintain as good respiratory hygiene as their peers,
for example those who spit uncontrollably or use saliva as a sensory stimulant. This should be
considered in risk assessments in order to support these pupils and the staff working with them, and
is not a reason to deny these pupils face to face education.
Public Health England does not (based on current evidence) recommend the use of face coverings in
schools. This evidence will be kept under review. They are not required in schools as pupils and staff
are mixing in consistent groups, and because misuse may inadvertently increase the risk of
transmission. There may also be negative effects on communication and thus education. Face
coverings are required at all times on public transport (except children under the age of 11), when
attending a hospital as a visitor or outpatient, or when in a shop or a supermarket.
4. Introduce enhanced cleaning, including cleaning frequently touched surfaces often using
standard products, such as detergents and bleach
Points to consider and implement:

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putting in place a cleaning schedule that ensures cleaning is generally enhanced and includes:
more frequent cleaning of rooms and shared areas that are used by different groups
frequently touched surfaces being cleaned more often than normal
toilets will need to be cleaned regularly and pupils must be encouraged to clean their hands
thoroughly after using the toilet - different groups being allocated their own toilet blocks could be
considered but is not a requirement if the site does not allow for it
Public Health England has published revised guidance for cleaning non-healthcare settings
(https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings) to advise
on general cleaning required in addition to the existing advice on cleaning those settings when there
is a suspected case.
5. Minimise contact between individuals and maintain social distancing wherever possible
Minimising contacts and mixing between people reduces transmission of coronavirus (COVID-19).
This is important in all contexts, and schools must consider how to implement this. Schools must do
everything possible to minimise contacts and mixing while delivering a broad and balanced
curriculum.
The overarching principle to apply is reducing the number of contacts between children and staff.
This can be achieved through keeping groups separate (in ‘bubbles’) and through maintaining
distance between individuals. These are not alternative options and both measures will help, but the
balance between them will change depending on:
children’s ability to distance
the lay out of the school
the feasibility of keeping distinct groups separate while offering a broad curriculum (especially at
secondary)
It is likely that for younger children the emphasis will be on separating groups, and for older children it
will be on distancing. For children old enough, they should also be supported to maintain distance
and not touch staff where possible.
Points to consider and implement:
How to group children
Consistent groups reduce the risk of transmission by limiting the number of pupils and staff in contact
with each other to only those within the group. They have been used in schools in the summer term
in recognition that children, and especially the youngest children, cannot socially distance from staff
or from each other and this provides an additional protective measure. Maintaining distinct groups or
‘bubbles’ that do not mix makes it quicker and easier in the event of a positive case to identify those
who may need to self-isolate, and keep that number as small as possible.
However, the use of small groups restricts the normal operation of schools and presents both
educational and logistical challenges, including the cleaning and use of shared spaces, such as
playgrounds, boarding houses, dining halls, and toilets, and the provision of specialist teaching. This
is the case in both primary and secondary schools, but is particularly difficult in secondary schools.
In this guidance for the autumn term, maintaining consistent groups remains important, but given the
decrease in the prevalence of coronavirus (COVID-19) and the resumption of the full range of
curriculum subjects, schools may need to change the emphasis on bubbles within their system of
controls and increase the size of these groups.

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In secondary schools, and certainly in the older age groups at key stage 4 and key stage 5, the
groups are likely to need to be the size of a year group to enable schools to deliver the full range of
curriculum subjects and students to receive specialist teaching. If this can be achieved with small
groups, they are recommended. At primary school, and in the younger years at secondary (key stage
3), schools may be able to implement smaller groups the size of a full class. If that can be achieved,
it is recommended, as this will help to reduce the number of people who could be asked to isolate
should someone in a group become ill with coronavirus (COVID-19).
Schools should assess their circumstances and if class-sized groups are not compatible with offering
a full range of subjects or managing the practical logistics within and around school, they can look to
implement year group sized ‘bubbles’. Whatever the size of the group, they should be kept apart from
other groups where possible and older children should be encouraged to keep their distance within
groups. Schools with the capability to do it should take steps to limit interaction, sharing of rooms and
social spaces between groups as much as possible. When using larger groups the other measures
from the system of controls become even more important, to minimise transmission risks and to
minimise the numbers of pupils and staff who may need to self-isolate. We recognise that younger
children will not be able to maintain social distancing, and it is acceptable for them not to distance
within their group.
Both the approaches of separating groups and maintaining distance are not ‘all-or-nothing’ options,
and will still bring benefits even if implemented partially. Some schools may keep children in their
class groups for the majority of the classroom time, but also allow mixing into wider groups for
specialist teaching, wraparound care and transport, or for boarding pupils in one group residentially
and another during the school day. Siblings may also be in different groups. Endeavouring to keep
these groups at least partially separate and minimising contacts between children will still offer public
health benefits as it reduces the network of possible direct transmission.
All teachers and other staff can operate across different classes and year groups in order to facilitate
the delivery of the school timetable. This will be particularly important for secondary schools. Where
staff need to move between classes and year groups, they should try and keep their distance from
pupils and other staff as much as they can, ideally 2 metres from other adults. Again, we recognise
this is not likely to be possible with younger children and teachers in primary schools can still work
across groups if that is needed to enable a full educational offer.
Measures within the classroom
Maintaining a distance between people whilst inside and reducing the amount of time they are in face
to face to contact lowers the risk of transmission. It is strong public health advice that staff in
secondary schools maintain distance from their pupils, staying at the front of the class, and away
from their colleagues where possible. Ideally, adults should maintain 2 metre distance from each
other, and from children. We know that this is not always possible, particularly when working with
younger children, but if adults can do this when circumstances allow that will help. In particular, they
should avoid close face to face contact and minimise time spent within 1 metre of anyone. Similarly, it
will not be possible when working with many pupils who have complex needs or who need close
contact care. These pupils’ educational and care support should be provided as normal.
For children old enough, they should also be supported to maintain distance and not touch staff and
their peers where possible. This will not be possible for the youngest children and some children with
complex needs and it is not feasible in some schools where space does not allow. Schools doing this
where they can, and even doing this some of the time, will help.
When staff or children cannot maintain distancing, particularly with younger children in primary
schools, the risk can also be reduced by keeping pupils in the smaller, class-sized groups described
above.

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Schools should make small adaptations to the classroom to support distancing where possible. That
should include seating pupils side by side and facing forwards, rather than face to face or side on,
and might include moving unnecessary furniture out of classrooms to make more space.
Measures elsewhere
Groups should be kept apart, meaning that schools should avoid large gatherings such as
assemblies or collective worship with more than one group.
When timetabling, groups should be kept apart and movement around the school site kept to a
minimum. While passing briefly in the corridor or playground is low risk, schools should avoid
creating busy corridors, entrances and exits. Schools should also consider staggered break times
and lunch times (and time for cleaning surfaces in the dining hall between groups).
Schools should also plan how shared staff spaces are set up and used to help staff to distance from
each other. Use of staff rooms should be minimised, although staff must still have a break of a
reasonable length during the day.
Measures for arriving at and leaving school
We know that travel to school patterns differ greatly between schools. If those patterns allow, schools
should consider staggered starts or adjusting start and finish times to keep groups apart as they
arrive and leave school. Staggered start and finish times should not reduce the amount of overall
teaching time. A staggered start may, for example, include condensing/staggering free periods or
break time but retaining the same amount of teaching time, or keeping the length of the day the same
but starting and finishing later to avoid rush hour. Schools should consider how to communicate this
to parents and remind them about the process that has been agreed for drop off and collection,
including that gathering at the school gates and otherwise coming onto the site without an
appointment is not allowed. The Department for Education will be supporting schools across the
summer on how best to communicate with parents and pupils (and staff) on what to expect on their
return and the procedures and expectations in relation to the control measures schools have put in
place.
Schools should also have a process for removing face coverings when pupils and staff who use them
arrive at school and communicate it clearly to them. Pupils must be instructed not to touch the front of
their face covering during use or when removing it. They must wash their hands immediately on
arrival (as is the case for all pupils), dispose of temporary face coverings in a covered bin or place
reusable face coverings in a plastic bag they can take home with them, and then wash their hands
again before heading to their classroom. Guidance on safe working in education, childcare and
children’s social care (https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-
childrens-social-care) provides more advice.
Other considerations
Some pupils with SEND (whether with education, health and care plans or on SEN support) will need
specific help and preparation for the changes to routine that this will involve, so teachers and special
educational needs coordinators should plan to meet these needs, for example using social stories.
More information on pupils with education, health and care plans can be found in Annex B.
Supply teachers, peripatetic teachers and/or other temporary staff can move between schools. They
should ensure they minimise contact and maintain as much distance as possible from other staff.
Specialists, therapists, clinicians and other support staff for pupils with SEND should provide
interventions as usual.

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Schools should consider how to manage other visitors to the site, such as contractors, and ensure
that the risks associated with managing contractors, visitors, catering staff and deliveries, as well as
cleaning staff on site who may be working throughout the school and across different groups, are
addressed. This will require close cooperation between both schools and the other relevant
employers. Schools should have discussions with key contractors about the school’s control
measures and ways of working as part of planning for the autumn term. Schools should ensure site
guidance on physical distancing and hygiene is explained to visitors on or before arrival. Where visits
can happen outside of school hours, they should. A record should be kept of all visitors.
As normal, schools should engage with their local immunisation providers to provide immunisation
programmes on site, ensuring these will be delivered in keeping with the school’s control measures.
These programmes are essential for children’s health and wellbeing and can also provide benefits for
staff.
Where a child routinely attends more than one setting on a part time basis, for example because they
are dual registered at a mainstream school and an alternative provision setting or special school,
schools should work through the system of controls collaboratively, enabling them to address any
risks identified and allowing them to jointly deliver a broad and balanced curriculum for the child.
Equipment and resources are integral to education in schools. During the summer term, their use
was minimised, many were moved out of classrooms, and there was significant extra cleaning. That
position has now changed for the autumn term, because prevalence of coronavirus (COVID-19) has
decreased and because they are so important for the delivery of education. For individual and very
frequently used equipment, such as pencils and pens, it is recommended that staff and pupils have
their own items that are not shared. Classroom based resources, such as books and games, can be
used and shared within the bubble; these should be cleaned regularly, along with all frequently
touched surfaces. Resources that are shared between classes or bubbles, such as sports, art and
science equipment should be cleaned frequently and meticulously and always between bubbles, or
rotated to allow them to be left unused and out of reach for a period of 48 hours (72 hours for
plastics) between use by different bubbles.
Outdoor playground equipment should be more frequently cleaned. This would also apply to
resources used inside and outside by wraparound care providers. It is still recommended that pupils
limit the amount of equipment they bring into school each day, to essentials such as lunch boxes,
hats, coats, books, stationery and mobile phones. Bags are allowed. Pupils and teachers can take
books and other shared resources home, although unnecessary sharing should be avoided,
especially where this does not contribute to pupil education and development. Similar rules on hand
cleaning, cleaning of the resources and rotation should apply to these resources.
6. Where necessary, wear appropriate personal protective equipment (PPE)
The majority of staff in education settings will not require PPE beyond what they would normally need
for their work. PPE is only needed in a very small number of cases, including:
where an individual child or young person becomes ill with coronavirus (COVID-19) symptoms
while at schools, and only then if a distance of 2 metres cannot be maintained
where a child or young person already has routine intimate care needs that involves the use of
PPE, in which case the same PPE should continue to be used
Read the guidance on safe working in education, childcare and children’s social care
(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care) for
more information about preventing and controlling infection, including when, how PPE should be
used, what type of PPE to use, and how to source it.
Response to any infection

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7. Engage with the NHS Test and Trace process
Schools must ensure they understand the NHS Test and Trace process and how to contact their local
Public Health England health protection team (https://www.gov.uk/guidance/contacts-phe-health-protection-
teams). Schools must ensure that staff members and parents/carers understand that they will need to
be ready and willing to:
book a test (https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) if they or their child are
displaying symptoms. Staff and pupils must not come into the school if they have symptoms,
and must be sent home to self-isolate if they develop them in school. All children can be tested,
including children under 5, but children aged 11 and under will need to be helped by their
parents/carers if using a home testing kit
provide details of anyone they or their child have been in close contact with if they were to test
positive for coronavirus (COVID-19) or if asked by NHS Test and Trace
self-isolate (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance/stay-at-home-
guidance-for-households-with-possible-coronavirus-covid-19-infection) if they have been in close
contact with someone who tests positive for coronavirus (COVID-19), or if anyone in their
household develops symptoms of coronavirus (COVID-19)
Anyone who displays symptoms of coronavirus (COVID-19) can and should get a test. Tests can be
booked online through the NHS testing and tracing for coronavirus website
(https://www.nhs.uk/conditions/coronavirus-covid-19/testing-for-coronavirus/), or ordered by telephone via
NHS 119 for those without access to the internet. Essential workers, which includes anyone involved
in education or childcare, have priority access to testing.
The government will ensure that it is as easy as possible to get a test through a wide range of routes
that are locally accessible, fast and convenient. We will release more details on new testing avenues
as and when they become available and will work with schools so they understand what the quickest
and easiest way is to get a test. By the autumn term, all schools will be provided with a small number
of home testing kits that they can give directly to parents/carers collecting a child who has developed
symptoms at school, or staff who have developed symptoms at school, where they think providing
one will significantly increase the likelihood of them getting tested. Advice will be provided alongside
these kits.
Schools should ask parents and staff to inform them immediately of the results of a test:
if someone tests negative, if they feel well and no longer have symptoms similar to coronavirus
(COVID-19), they can stop self-isolating. They could still have another virus, such as a cold or
flu – in which case it is still best to avoid contact with other people until they are better. Other
members of their household can stop self-isolating.
if someone tests positive, they should follow the ‘stay at home: guidance for households with
possible or confirmed coronavirus (COVID-19) infection’
(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance) and must continue to
self-isolate for at least 10 days from the onset of their symptoms and then return to school only if
they do not have symptoms other than cough or loss of sense of smell/taste. This is because a
cough or anosmia can last for several weeks once the infection has gone. The 10-day period
starts from the day when they first became ill. If they still have a high temperature, they should
keep self-isolating until their temperature returns to normal. Other members of their household
should continue self-isolating for the full 14 days.
8. Manage confirmed cases of coronavirus (COVID-19) amongst the school community

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Schools must take swift action when they become aware that someone who has attended has tested
positive for coronavirus (COVID-19). Schools should contact the local health protection team. This
team will also contact schools directly if they become aware that someone who has tested positive
for coronavirus (COVID-19) attended the school – as identified by NHS Test and Trace.
The health protection team will carry out a rapid risk assessment to confirm who has been in close
contact with the person during the period that they were infectious, and ensure they are asked to self-
isolate.
The health protection team will work with schools in this situation to guide them through the actions
they need to take. Based on the advice from the health protection team, schools must send home
those people who have been in close contact with the person who has tested positive, advising them
to self-isolate for 14 days since they were last in close contact with that person when they were
infectious. Close contact means:
direct close contacts - face to face contact with an infected individual for any length of time,
within 1 metre, including being coughed on, a face to face conversation, or unprotected physical
contact (skin-to-skin)
proximity contacts - extended close contact (within 1 to 2 metres for more than 15 minutes) with
an infected individual
travelling in a small vehicle, like a car, with an infected person
The health protection team will provide definitive advice on who must be sent home. To support them
in doing so, we recommend schools keep a record of pupils and staff in each group, and any close
contact that takes places between children and staff in different groups (see section 5 of system of
control for more on grouping pupils). This should be a proportionate recording process. Schools do
not need to ask pupils to record everyone they have spent time with each day or ask staff to keep
definitive records in a way that is overly burdensome.
A template letter will be provided to schools, on the advice of the health protection team, to send to
parents and staff if needed. Schools must not share the names or details of people with coronavirus
(COVID-19) unless essential to protect others.
Household members of those contacts who are sent home do not need to self-isolate themselves
unless the child, young person or staff member who is self-isolating subsequently develops
symptoms. If someone in a class or group that has been asked to self-isolate develops symptoms
themselves within their 14-day isolation period they should follow ‘stay at home: guidance for
households with possible or confirmed coronavirus (COVID-19) infection’
(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance). They should get a test, and:
if the test delivers a negative result, they must remain in isolation for the remainder of the 14-day
isolation period. This is because they could still develop the coronavirus (COVID-19) within the
remaining days.
if the test result is positive, they should inform their setting immediately, and should isolate for at
least 10 days from the onset of their symptoms (which could mean the self-isolation ends before
or after the original 14-day isolation period). Their household should self-isolate for at least 14
days from when the symptomatic person first had symptoms, following ‘stay at home: guidance
for households with possible or confirmed coronavirus (COVID-19) infection’
(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance)
Schools should not request evidence of negative test results or other medical evidence before
admitting children or welcoming them back after a period of self-isolation.

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Further guidance is available on testing and tracing for coronavirus (COVID-19)
(https://www.nhs.uk/conditions/coronavirus-covid-19/testing-and-tracing/).
9. Contain any outbreak by following local health protection team advice
If schools have two or more confirmed cases within 14 days, or an overall rise in sickness absence
where coronavirus (COVID-19) is suspected, they may have an outbreak, and must continue to work
with their local health protection team who will be able to advise if additional action is required.
In some cases, health protection teams may recommend that a larger number of other pupils self-
isolate at home as a precautionary measure – perhaps the whole site or year group. If schools are
implementing controls from this list, addressing the risks they have identified and therefore reducing
transmission risks, whole school closure based on cases within the school will not generally be
necessary, and should not be considered except on the advice of health protection teams.
In consultation with the local Director of Public Health, where an outbreak in a school is confirmed, a
mobile testing unit may be dispatched to test others who may have been in contact with the person
who has tested positive. Testing will first focus on the person’s class, followed by their year group,
then the whole school if necessary, in line with routine public health outbreak control practice.
Alternative Provision
It is our intention that all pupils in alternative provision (AP) settings (including pupil referral units, AP
academies and AP free schools) will return to school full-time from the start of the autumn term. To
support this return, AP settings must comply with health and safety law which requires employers to
assess risks and put in place proportionate control measures. They should work through the system
of controls outlined above, adopting measures that help them meet each control to the fullest extent
possible, in a way that addresses the risk identified in their assessment, works for their setting, and
allows them to deliver a broad and balanced curriculum for pupils.
When working through the system of controls, APs should take steps to minimise social contact and
mixing as far as is practicable. All APs, especially larger AP schools, should consider whether pupils
can be placed into smaller groups and still receive a broad and balanced curriculum. Due to the
smaller size of many AP settings, and because APs are not typically organised by year groups, APs
may wish to adopt whole school bubbles as part of their system of control and in order to best meet
the needs of their students.
Section 2: School operations
Transport
Social distancing has significantly reduced available transport capacity. This guidance sets out a new
framework for supporting transport to and from schools from the autumn term.
We are making a distinction between dedicated school transport and wider public transport:
by dedicated school transport, we mean services that are used only to carry pupils to school.
This includes statutory home to school transport, but may also include some existing or new
commercial travel routes, where they carry school pupils only
by public transport services, we mean routes which are also used by the general public
Dedicated school transport, including statutory provision

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Pupils on dedicated school services do not mix with the general public on those journeys and tend to
be consistent. This means that the advice for passengers on public transport to adopt a social
distance of two metres from people outside their household or support bubble, or a ‘one metre plus’
approach where this is not possible, will not apply from the autumn term on dedicated transport.
The approach to dedicated transport should align as far as possible with the principles underpinning
the system of controls set out in this document and with the approach being adopted for your school.
It is important to consider:
how pupils are grouped together on transport, where possible this should reflect the bubbles that
are adopted within school
use of hand sanitiser upon boarding and/or disembarking
additional cleaning of vehicles
organised queuing and boarding where possible
distancing within vehicles wherever possible
the use of face coverings for children (except those under the age of 11), where appropriate, for
example, if they are likely to come into very close contact with people outside of their group or
who they do not normally meet
Dedicated school services can take different forms. Some journeys involve coaches regularly picking
up the same pupils each day, others involve use of a minibus whilst other services are used by
different pupils on different days, or by pupils with SEND. The precise approach taken will need to
reflect the range of measures that are reasonable in the different circumstances.
It will also require a partnership approach between local authorities, schools, trusts, dioceses and
others. In particular, it is imperative that schools work closely with local authorities that have statutory
responsibility for ‘home to school transport’ for many children, as well as a vital role in working with
local transport providers to ensure sufficient bus service provision. DfE will shortly publish new
guidance to local authorities on providing dedicated school transport, based on the framework
outlined here.
Given the pressures on public transport services it may also be necessary to work with local
authorities so that they can identify where it might be necessary to provide additional dedicated
school transport services, including in places where these services do not currently operate. The
government is currently evaluating this position and will set out next steps shortly.
Wider public transport
In many areas, pupils normally make extensive use of the wider public transport system, particularly
public buses. We expect that public transport capacity will continue to be constrained in the autumn
term. Its use by pupils, particularly in peak times, should be kept to an absolute minimum.
To facilitate the return of all pupils to school, it will be necessary to take steps to both depress the
demand for public transport and to increase capacity within the system. Both will require action at a
national and local level. Schools have a critical role to play in supporting collaboration between all
parties - providers, local authorities, parents and pupils.
Schools should work with partners to consider staggered start times to enable more journeys to take
place outside of peak hours. We recognise that this option will be more feasible in some
circumstances than others.

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Schools should encourage parents, staff and pupils to walk or cycle to school if at all possible.
Schools may want to consider using ‘walking buses’ (a supervised group of children being walked to,
or from, school), or working with their local authority to promote safe cycling routes. The government
has announced a £2 billion package to promote cycling and walking, including to support pop-up
bicycle lanes and widened pavements. For some families, driving children to school will also be an
option.
However, these options will not be suitable for all. The Department for Transport is asking local
authorities to:
urgently work with schools to survey parents on their typical routes to school and potential
alternatives
consider a range of options for shifting demand for public transport onto other modes
consider using traffic demand management approaches in order to ensure that children are able
to attend school from the start of the autumn term
Travel patterns, the availability of vehicles, the length of journeys undertaken, and other local
pressures on public transport vary significantly. The government recognises the challenge but is
confident that if all available options are considered by all parties it will be possible to reduce demand
and ensure transport is available for those who need it most. Experience during the 2012 London
Olympics showed that it is possible to make a very real difference to travel patterns where there is a
concerted effort to do so and where the general public understand the imperative for doing so.
Families using public transport should refer to the safer travel guidance for passengers
(https://www.gov.uk/guidance/coronavirus-covid-19-safer-travel-guidance-for-passengers).
Attendance
Attendance expectations
In March when the coronavirus (COVID-19) outbreak was increasing, we made clear no parent would
be penalised or sanctioned for their child’s non-attendance at school.
Now the circumstances have changed and it is vital for all children to return to school to minimise as
far as possible the longer-term impact of the pandemic on children’s education, wellbeing and wider
development.
Missing out on more time in the classroom risks pupils falling further behind. Those with higher
overall absence tend to achieve less well in both primary and secondary school. School attendance
will therefore be mandatory again from the beginning of the autumn term. This means from that point,
the usual rules on school attendance will apply, including:
parents’ duty to secure that their child attends regularly at school where the child is a registered
pupil at school and they are of compulsory school age;
schools’ responsibilities to record attendance and follow up absence
the availability to issue sanctions, including fixed penalty notices in line with local authorities’
codes of conduct
Pupils who are shielding or self-isolating

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We now know much more about coronavirus (COVID-19) and so in future there will be far fewer
children and young people advised to shield whenever community transmission rates are high.
Therefore, the majority of pupils will be able to return to school. You should note however that:
a small number of pupils will still be unable to attend in line with public health advice because
they are self-isolating and have had symptoms or a positive test result themselves; or because
they are a close contact of someone who has coronavirus (COVID-19)
shielding advice for all adults and children will pause on 1 August, subject to a continued decline
in the rates of community transmission of coronavirus (COVID-19). This means that even the
small number of pupils who will remain on the shielded patient list can also return to school, as
can those who have family members who are shielding. Read the current advice on shielding
(https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-
persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19)
if rates of the disease rise in local areas, children (or family members) from that area, and that
area only, will be advised to shield during the period where rates remain high and therefore they
may be temporarily absent (see below).
some pupils no longer required to shield but who generally remain under the care of a specialist
health professional may need to discuss their care with their health professional before returning
to school (usually at their next planned clinical appointment). You can find more advice from the
Royal College of Paediatrics and Child Health at COVID-19 - ‘shielding’ guidance for children
and young people (https://www.rcpch.ac.uk/resources/covid-19-shielding-guidance-children-young-
people#children-who-should-be-advised-to-shield)
Where a pupil is unable to attend school because they are complying with clinical and/or public
health advice, we expect schools to be able to immediately offer them access to remote education.
Schools should monitor engagement with this activity (as set out in the section below).
Where children are not able to attend school as parents are following clinical and/or public health
advice, absence will not be penalised.
Pupils and families who are anxious about return to school
All other pupils must attend school. Schools should bear in mind the potential concerns of pupils,
parents and households who may be reluctant or anxious about returning and put the right support in
place to address this. This may include pupils who have themselves been shielding previously but
have been advised that this is no longer necessary, those living in households where someone is
clinically vulnerable, or those concerned about the comparatively increased risk from coronavirus
(COVID-19), including those from Black, Asian and Minority Ethnic (BAME) backgrounds or who
have certain conditions such as obesity and diabetes.
If parents of pupils with significant risk factors are concerned, we recommend schools discuss their
concerns and provide reassurance of the measures they are putting in place to reduce the risk in
school. Schools should be clear with parents that pupils of compulsory school age must be in school
unless a statutory reason applies (for example, the pupil has been granted a leave of absence, is
unable to attend because of sickness, is absent for a necessary religious observance etc).
Action for all schools and local authorities

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We are asking schools to work with families to secure regular school attendance from the start of
term as this will be essential to help pupils catch up on missed education, make progress and
promote their wellbeing and wider development.
We are asking schools and local authorities to:
communicate clear and consistent expectations around school attendance to families (and any
other professionals who work with the family where appropriate) throughout the summer ahead
of the new school year
identify pupils who are reluctant or anxious about returning or who are at risk of disengagement
and develop plans for re-engaging them. This should include disadvantaged and vulnerable
children and young people, especially those who were persistently absent prior to the pandemic
or who have not engaged with school regularly during the pandemic
use the additional catch-up funding schools will receive, as well as existing pastoral and support
services, attendance staff and resources and schools’ pupil premium funding to put measures in
place for those families who will need additional support to secure pupils’ regular attendance
work closely with other professionals as appropriate to support the return to school, including
continuing to notify the child’s social worker, if they have one, of non-attendance
We will issue further technical guidance for schools to record attendance and absence, including
what data schools will be asked to return to the department.
School workforce
We have worked closely with the Department of Health and Social Care (DHSC) and PHE to develop
this specific guidance for school settings. The PHE and DHSC endorsed system of controls outlined
in this document sets out the measures that school leaders and all school staff should follow when
planning for full return in September.
Where schools implement the system of controls outlined in this document, in line with their own
workplace risk assessment, PHE and DHSC confirm that these measures create an inherently safer
environment for children and staff where the risk of transmission of infection is substantially reduced.
As a result, on current evidence, PHE and DHSC advise that schools are not currently considered
high risk settings when compared to other workplace environments. Rates of community
transmission of coronavirus (COVID-19) are now reduced to levels below those seen when shielding
was introduced, and shielding measures will be paused from 1 August 2020, with the exception of
areas where local lockdown means that shielding will continue. It is therefore appropriate for teachers
and other school staff to return to their workplace setting. Accordingly, we expect that staff who need
to will attend school.
From 1 August, wider government policy on going to work is expected to change, with employers to
be given more discretion about where staff work. Most school-based roles are not ideally suited to
home working and schools may expect most staff to return to work in settings. Some roles, such as
some administrative roles, may be conducive to home working, and school leaders should consider
what is feasible and appropriate.
All staff should follow the measures set out in the system of controls section of this guidance to
minimise the risks of transmission. This includes continuing to observe good hand and respiratory
hygiene and maintaining social distancing in line with the provisions as set out in part 5 of the
‘Prevention’ section.

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School leaders should explain to staff the measures the school is putting in place to reduce risks. We
anticipate adherence to the measures in this guidance will provide the necessary reassurance for
staff to return to schools.
If staff are concerned, including those who may be clinically vulnerable, clinically extremely
vulnerable or at increased comparative risk from coronavirus, we recommend school leaders discuss
any concerns individuals may have around their particular circumstances and reassure staff about
the protective measures in place.
Staff who are clinically extremely vulnerable
Rates of community transmission of coronavirus (COVID-19) are now reduced to levels below those
seen when shielding was introduced. Shielding measures will therefore be paused from the 1 August
2020, with the exception of areas where local lockdown means that shielding will continue. Therefore,
we advise that those who are clinically extremely vulnerable can return to school in September 2020
provided their school has implemented the system of controls outlined in this document, in line with
the school’s own workplace risk assessment. In all respects, the clinically extremely vulnerable
should now follow the same guidance as the clinically vulnerable population, taking particular care to
practise frequent, thorough hand washing, and cleaning of frequently touched areas in their home
and/or workspace.
Staff who are clinically vulnerable
Clinically vulnerable staff can return to school in September. While in school they should follow the
sector-specific measures in this document to minimise the risks of transmission.
This includes taking particular care to observe good hand and respiratory hygiene, minimising
contact and maintaining social distancing in line with the provisions set out in section 5 of the
‘Prevention’ section of this guidance. This provides that ideally, adults should maintain 2 metre
distance from others, and where this is not possible avoid close face to face contact and minimise
time spent within 1 metre of others. While the risk of transmission between young children and adults
is likely to be low, adults should continue to take care to socially distance from other adults including
older children/adolescents.
People who live with those who are clinically extremely vulnerable or clinically vulnerable can attend
the workplace.
Staff who are pregnant
Pregnant women are in the ‘clinically vulnerable’ category, and are generally advised to follow the
above advice, which applies to all staff in schools. Employers should conduct a risk assessment for
pregnant women in line with the Management of Health and Safety at Work Regulations 1999
(MHSW).
The Royal College of Obstetrics and Gynaecology (RCOG) has published occupational health advice
for employers and pregnant women (https://www.rcog.org.uk/en/guidelines-research-
services/guidelines/coronavirus-pregnancy/). This document includes advice for women from 28 weeks
gestation or with underlying health conditions who may be at greater risk. We advise employers and
pregnant women to follow this advice and to continue to monitor for future updates to it.
Staff who may otherwise be at increased risk from coronavirus (COVID-19)

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Some people with particular characteristics may be at comparatively increased risk from coronavirus
(COVID-19), as set out in the COVID-19: review of disparities in risks and outcomes report
(https://www.gov.uk/government/publications/covid-19-review-of-disparities-in-risks-and-outcomes), which
looked at different factors including age and sex, where people live, deprivation, ethnicity, people’s
occupation and care home residence. These staff can return to school in September as long as the
system of controls set out in this guidance are in place. The reasons for the disparities are complex
and there is ongoing research to understand and translate these findings for individuals in the future.
People who live with those who have comparatively increased risk from coronavirus (COVID-19) can
attend the workplace.
Employer health and safety and equalities duties
Schools have a legal obligation to protect their employees, and others, from harm and should
continue to assess health and safety risks and consider how to meet equalities duties in the usual
way. Following the steps in this guidance will mitigate the risks of coronavirus (COVID-19) to pupils
and staff and help schools to meet their legal duties to protect employees and others from harm.
Supporting staff
Governing boards and school leaders should have regard to staff (including the headteacher) work-
life balance and wellbeing. Schools should ensure they have explained to all staff the measures they
are proposing putting in place and involve all staff in that process.
All employers have a duty of care to their employees, and this extends to their mental health. Schools
already have mechanisms to support staff wellbeing and these will be particularly important, as some
staff may be particularly anxious about returning to school. The Department for Education is
providing additional support for both pupil and staff wellbeing in the current situation. Information
about the extra mental health support for pupils and teachers
(https://www.gov.uk/government/news/extra-mental-health-support-for-pupils-and-teachers) is available.
The Education Support Partnership (http://www.educationsupport.org.uk/) provides a free helpline for
school staff and targeted support for mental health and wellbeing.
Staff deployment
Schools may need to alter the way in which they deploy their staff, and use existing staff more
flexibly, to welcome back all pupils at the start of the autumn term. Managers should discuss and
agree any changes to staff roles with individuals.
It is important that planning builds in the need to avoid increases in unnecessary and unmanageable
workload burdens. This could include a review of existing practices in this respect and schools may
wish to draw on DfE’s workload reduction toolkit (https://www.gov.uk/guidance/school-workload-reduction-
toolkit).
DfE has also published a range of resources, including case studies to support remote education
(https://www.gov.uk/government/collections/case-studies-remote-education-practice-for-schools-during-
coronavirus-covid-19) and help address staff workload, this includes case studies on managing
wellbeing.
If, having pursued all the immediate options available, you still have concerns about your staffing
capacity talk to your local authority or trust.
Deploying support staff and accommodating visiting specialists

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Schools should ensure that appropriate support is made available for pupils with SEND, for example
by deploying teaching assistants and enabling specialist staff from both within and outside the school
to work with pupils in different classes or year groups.
Where support staff capacity is available, schools may consider using this to support catch-up
provision or targeted interventions. Teaching assistants may also be deployed to lead groups or
cover lessons, under the direction and supervision of a qualified, or nominated, teacher (under the
Education (Specified Work) (England) Regulations 2012 for maintained schools and non-maintained
special schools and in accordance with the freedoms provided under the funding agreement for
academies). Any redeployments should not be at the expense of supporting pupils with SEND.
Headteachers should be satisfied that the person has the appropriate skills, expertise and experience
to carry out the work, and discuss and agree any proposed changes in role or responsibility with the
member of staff. This includes ensuring that safe ratios are met, and/or specific training undertaken,
for any interventions or care for pupils with complex needs where specific training or specific ratios
are required.
The Education Endowment Foundation (EEF) has published guidance on making the best use of
teaching assistants (https://educationendowmentfoundation.org.uk/tools/guidance-reports/making-best-use-of-
teaching-assistants/) to help primary and secondary schools.
When deploying support staff flexibly it is important that headteachers consider regulated activity and
ensure only those who have the appropriate checks are allowed to engage in regulated activity. Full
guidance is provided in part 3 of keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2).
Recruitment
Recruitment should continue as usual. The government’s Teaching Vacancies (https://teaching-
vacancies.service.gov.uk/) service can help schools to list vacancies for both permanent and short-term
teaching staff quickly. The free national service for searching and listing teaching roles will be
directing newly qualified teachers (NQTs) and job seeking teachers to this service.
We recommend that schools continue to recruit remotely over the summer period. Interviewing
remotely may be a new experience for many schools. The DfE teaching blog provides some
information on the experience of implementing interviews remotely
(https://teaching.blog.gov.uk/2020/05/29/recruiting-during-lockdown-how-we-did-it/). There is also advice that
can be sent to candidates on how to prepare for remote interviews
(https://teaching.blog.gov.uk/2020/06/12/attending-your-first-remote-interview/).
When recruiting, schools must continue to adhere to the legal requirements regarding pre-
appointment checks. We refer schools to part 3 of the statutory guidance keeping children safe in
education (https://www.gov.uk/government/publications/keeping-children-safe-in-education--2). During the
summer, safeguarding checks can be carried out remotely as set out in coronavirus (COVID-19):
safeguarding in schools, colleges and other providers (https://www.gov.uk/government/publications/covid-
19-safeguarding-in-schools-colleges-and-other-providers). From the start of the autumn term checks will
revert to being carried out in person. Initial teacher training (ITT) providers have worked flexibly to
ensure this year’s NQTs are ready and prepared to enter the classroom. They will also be supported
by materials the Department for Education is making available to all schools based on the early
career framework reforms (https://www.gov.uk/government/collections/early-career-framework-reforms), to
support them as they start their teaching career. Schools in the early roll-out regions (Bradford,
Doncaster, Greater Manchester and the North East) will be able to benefit from the full support
package being offered to some 2,000 NQTs from the autumn. In addition, around 3,000 NQTs will be
offered a one-year version of the structured support package.
Supply teachers and other temporary or peripatetic teachers

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Schools can continue to engage supply teachers and other supply staff during this period. We
recommend that schools consider using DfE’s and Crown Commercial Service’s agency supply deal
(https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers) when hiring
agency workers, as this offers a list of preferred suppliers that must be transparent about the rates
they charge.
Supply staff and other temporary workers can move between schools, but school leaders will want to
consider how to minimise the number of visitors to the school where possible. Where it is necessary
to use supply staff and to welcome visitors to the school such as peripatetic teachers, those
individuals will be expected to comply with the school’s arrangements for managing and minimising
risk, including taking particular care to maintain distance from other staff and pupils. To minimise the
numbers of temporary staff entering the school premises, and secure best value, schools may wish
to use longer assignments with supply teachers and agree a minimum number of hours across the
academic year. This advice for supply teachers also applies to other temporary staff working in
schools such as support staff working on a supply basis, peripatetic teachers such as sports
coaches, and those engaged to deliver before and after school clubs.
Expectation and deployment of ITT trainees
We strongly encourage schools to consider hosting ITT trainees. Demand for teacher training is high
this year and, while it is understandable that schools will have prioritised other activity, there is a risk
that insufficient training places will be available. ITT trainees have the potential to play a significant
role in supporting schools. Schools should consider how they could host ITT trainees, and discuss
with relevant ITT providers how this can be done flexibly and innovatively to help meet both school
and trainee needs. Deployment decisions will need to take into account the skills and capacity of the
trainees in question.
Trainees could:
take responsibility, with the usual mentor oversight, for small groups of pupils across or within
years, adapting resources for such groups, creating online learning materials, re-planning
sequences of lessons or delivering catch-up lessons
be engaged in wider professional activity, for instance tackling pupil, family and school needs by
learning about, identifying and addressing challenges such as vulnerability, mental health
problems or safeguarding issues
develop or engage in working groups to share best practice around resilience, commitment and
team-working
work in pairs or groups to co-plan, co-teach and co-assess lessons with their mentors or other
trainees. Paired and group placements, where these are possible, benefit trainees, mentors and
teaching staff, promoting a greater sense of team collaboration, ongoing professional learning
and reductions in workload
This is not intended to be exhaustive and ITT partnerships will need to ensure they have identified
and comply with all legislation (https://www.legislation.gov.uk/uksi/2012/762/schedule/paragraph/6/made)
and guidance relevant to ITT.
Staff taking leave
We recognise that school staff have been working extremely hard throughout the coronavirus
(COVID-19) outbreak and will be working hard to prepare for all pupils to return from the start of the
autumn term. Many staff will want to take a holiday over the summer period, which may involve
travelling abroad. The government has set a requirement for people returning from some countries to

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quarantine for 14 days on their return. The latest guidance on quarantine can be accessed at
coronavirus (COVID-19): how to self-isolate when you travel to the UK
(https://www.gov.uk/government/publications/coronavirus-covid-19-how-to-self-isolate-when-you-travel-to-the-
uk/coronavirus-covid-19-how-to-self-isolate-when-you-travel-to-the-uk).
As would usually be the case, staff will need to be available to work in school from the start of the
autumn term. We recommend that school leaders discuss leave arrangements with staff before the
end of the summer term to inform planning for the autumn term.
There is a risk that where staff travel abroad, their return travel arrangements could be disrupted due
to factors arising beyond their control in relation to coronavirus (COVID-19), such as the potential for
reinstatement of lockdown measures in the place they are visiting.
Where it is not possible to avoid a member of staff having to quarantine during term time, school
leaders should consider if it is possible to temporarily amend working arrangements to enable them
to work from home.
Other support
Volunteers may be used to support the work of the school, as would usually be the case. It is
important that they are properly supported and given appropriate roles. Where schools and colleges
are utilising volunteers, they should continue to follow the checking and risk assessment process as
set out in the volunteer section in Part 3 of keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2). Under no circumstances
should a volunteer who has not been checked be left unsupervised or allowed to work in regulated
activity. Mixing of volunteers across groups should be kept to a minimum, and they should remain 2
metres from pupils and staff where possible.
Safeguarding
Schools should consider revising their child protection policy (led by their Designated Safeguarding
Lead) to reflect the return of more pupils. Schools must have regard to the statutory safeguarding
guidance, keeping children safe in education (https://www.gov.uk/government/publications/keeping-
children-safe-in-education--2) and should refer to the coronavirus (COVID-19): safeguarding in schools,
colleges and other providers guidance (https://www.gov.uk/government/publications/covid-19-safeguarding-
in-schools-colleges-and-other-providers/coronavirus-covid-19-safeguarding-in-schools-colleges-and-other-
providers).
Designated safeguarding leads (and deputies) should be provided with more time, especially in the
first few weeks of term, to help them provide support to staff and children regarding any new
safeguarding and welfare concerns and the handling of referrals to children’s social care and other
agencies where these are appropriate, and agencies and services should prepare to work together to
actively look for signs of harm.
Communication with school nurses is important for safeguarding and supporting wellbeing, as they
have continued virtual support to pupils who have not been in school.
Catering
We expect that kitchens will be fully open from the start of the autumn term and normal legal
requirements will apply about provision of food to all pupils who want it, including for those eligible for
benefits-related free school meals or universal infant free school meals.

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School kitchens can continue to operate, but must comply with the guidance for food businesses on
coronavirus (COVID-19) (https://www.gov.uk/government/publications/covid-19-guidance-for-food-
businesses/guidance-for-food-businesses-on-coronavirus-covid-19).
Estates
Schools should look to maximise the use of their site and any associated available space, such as
rooms in an associated place of worship for schools with a religious character, if feasible. We do not,
however, consider it necessary for schools to make significant adaptations to their site to enable
them to welcome all children back to school. We also do not think schools will need to deliver any of
their education on other sites (such as community centres and village halls) because class sizes can
return to normal and spaces used by more than one class or group can be cleaned between use.
Following a risk assessment, some schools may determine that small adaptations to their site are
required, such as additional wash basins. This will be at the discretion of individual schools, based on
their particular circumstances.
It is important that, prior to reopening for the autumn term, all the usual pre-term building checks are
undertaken to make the school safe. If buildings have been closed or had reduced occupancy during
the coronavirus (COVID-19) outbreak, water system stagnation can occur due to lack of use,
increasing the risks of Legionnaires’ disease. Advice on this can be found in the guidance on
Legionella risks during the coronavirus outbreak (https://www.hse.gov.uk/coronavirus/legionella-risks-
during-coronavirus-outbreak.htm).
Additional advice on safely reoccupying buildings can be found in the Chartered Institute of Building
Services Engineers’ guidance on emerging from lockdown (https://www.cibse.org/coronavirus-covid-
19/emerging-from-lockdown).
Once the school is in operation, it is important to ensure good ventilation and maximising this
wherever possible, for example, opening windows and propping open doors, as long as they are not
fire doors, where safe to do so (bearing in mind safeguarding in particular). Advice on this can be
found in Health and Safety Executive guidance on air conditioning and ventilation during the
coronavirus outbreak (https://www.hse.gov.uk/coronavirus/equipment-and-machinery/air-conditioning-and-
ventilation.htm).
Educational visits
We continue to advise against domestic (UK) overnight and overseas educational visits at this stage
see coronavirus: travel guidance for educational settings
(https://www.gov.uk/government/publications/coronavirus-covid-19-travel-advice-for-educational-
settings/coronavirus-travel-guidance-for-educational-settings).
In the autumn term, schools can resume non-overnight domestic educational visits. These trips
should include any trips for pupils with SEND connected with their preparation for adulthood (for
example, workplace visits, travel training etc.). This should be done in line with protective measures,
such as keeping children within their consistent group, and the COVID-secure measures in place at
the destination. Schools should also make use of outdoor spaces in the local area to support delivery
of the curriculum. As normal, schools should undertake full and thorough risk assessments in relation
to all educational visits to ensure they can be done safely. As part of this risk assessment, schools
will need to consider what control measures need to be used and ensure they are aware of wider
advice on visiting indoor and outdoor venues. Schools should consult the health and safety guidance
on educational visits (https://www.gov.uk/government/publications/health-and-safety-on-educational-
visits/health-and-safety-on-educational-visits) when considering visits.
School uniform

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It is for the governing body of a school (or the academy trust, in the case of academies) to make
decisions regarding school uniform. Some schools may have relaxed their uniform policy while only
certain categories of pupils were attending. We would, however, encourage all schools to return to
their usual uniform policies in the autumn term. Uniform can play a valuable role in contributing to the
ethos of a school and setting an appropriate tone.
Uniforms do not need to be cleaned any more often than usual, nor do they need to be cleaned using
methods which are different from normal.
Schools should consider how pupil non-compliance is managed, taking a mindful and considerate
approach in relation to parents who may be experiencing financial pressures.
Extra-curricular provision
Schools should consider resuming any breakfast and after-school provision, where possible, from the
start of the autumn term. We recognise that schools may need to respond flexibly and build this up
over time. Such provision will help ensure pupils have opportunities to re-engage with their peers and
with the school, ensure vulnerable children have a healthy breakfast and are ready to focus on their
lessons, provide enrichment activities, and also support working parents.
We recognise that this will be logistically challenging for schools, particularly for clubs that would
normally offer support across year groups, where parents are using multiple providers, or where
childminders are picking up/dropping off pupils. Schools should carefully consider how they can
make such provision work alongside their wider protective measures, including keeping children
within their year groups or bubbles where possible. If it is not possible to maintain bubbles being
used during the school day then schools should use small, consistent groups.
Schools can consult the guidance produced for summer holiday childcare, available at Protective
measures for out-of-school settings during the coronavirus (COVID-19) outbreak
(https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-
out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-
school-settings-during-the-coronavirus-covid-19-outbreak) as much of this will be useful in planning extra-
curricular provision. This includes schools advising parents to limit the number of different
wraparound providers they access, as far as possible. Where parents use childcare providers or out
of school activities for their children, schools should encourage them to seek assurance that the
providers are carefully considering their own protective measures, and only use those providers that
can demonstrate this. As with physical activity during the school day, contact sports should not take
place.
Section 3: Curriculum, behaviour and pastoral support
Curriculum expectations
This section sets out some key principles and expectations for curriculum planning in school based
nursery, mainstream and special schools, and alternative provision (AP), so that all pupils –
particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to
make substantial progress by the end of the academic year.
The key principles that underpin our advice on curriculum planning are:
education is not optional: all pupils receive a high-quality education that promotes their
development and prepares them for the opportunities, responsibilities and experiences of later
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the curriculum remains broad and ambitious: all pupils continue to be taught a wide range of
subjects, maintaining their choices for further study and employment.
remote education, where needed, is high quality and aligns as closely as possible with in-school
provision: schools and other settings continue to build their capability to educate pupils remotely,
where this is needed.
Informed by these principles, DfE asks that schools and other settings meet the following key
expectations if considering revisions to their school curriculum for academic year 2020 to 2021:
Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but
make use of existing flexibilities to create time to cover the most important missed content: Up to
and including key stage 3, prioritisation within subjects of the most important components for
progression is likely to be more effective than removing subjects, which pupils may struggle to
pick up again later. In particular, schools may consider how all subjects can contribute to the
filling of gaps in core knowledge, for example through an emphasis on reading
Aim to return to the school’s normal curriculum in all subjects by summer term 2021: Substantial
modification to the curriculum may be needed at the start of the year, so teaching time should be
prioritised to address significant gaps in pupils’ knowledge with the aim of returning to the
school’s normal curriculum content by no later than summer term 2021.
Plan on the basis of the educational needs of pupils: Curriculum planning should be informed by
an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills,
in particular making effective use of regular formative assessment (for example, quizzes,
observing pupils in class, talking to pupils to assess understanding, scrutiny of pupils’ work)
while avoiding the introduction of unnecessary tracking systems.
Develop remote education so that it is integrated into school curriculum planning: Remote
education may need to be an essential component in the delivery of the school curriculum for
some pupils, alongside classroom teaching, or in the case of a local lockdown. All schools are
therefore expected to plan to ensure any pupils educated at home for some of the time are given
the support they need to master the curriculum and so make good progress.
Schools may consider it appropriate to suspend some subjects for some pupils in exceptional
circumstances. Schools should be able to show that this is in the best the interests of these pupils
and this should be subject to discussion with parents during the autumn term. They should also have
a coherent plan for returning to their normal curriculum for all pupils by the summer term 2021.
Relationships and health education (RHE) for primary aged pupils and relationships, sex and health
education (RSHE) for secondary aged pupils becomes compulsory from September 2020, and
schools are expected to start teaching by at least the start of the summer term 2021.
Specific points for early years foundation stage (EYFS) to key stage 3
For children in nursery settings, teachers should focus on the prime areas of learning, including:
communication and language, personal, social and emotional development (PSED) and physical
development. For pupils in Reception, teachers should also assess and address gaps in language,
early reading and mathematics, particularly ensuring children’s acquisition of phonic knowledge and
extending their vocabulary. Settings should follow updates to the EYFS disapplication guidance
(https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-
stage-coronavirus-disapplications). For nursery settings and Reception, consider how all groups of
children can be given equal opportunities for outdoor learning.
For pupils in key stages 1 and 2, school leaders are expected to prioritise identifying gaps and re-
establish good progress in the essentials (phonics and reading, increasing vocabulary, writing and
mathematics), identifying opportunities across the curriculum so they read widely, and developing

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their knowledge and vocabulary. The curriculum should remain broad, so that the majority of pupils
are taught a full range of subjects over the year, including sciences, humanities, the arts, physical
education/sport, religious education and relationships and health education.
For pupils in key stage 3, the curriculum should also remain broad from year 7 to year 9 so that the
majority of pupils are taught a full range of subjects over the year, including sciences, languages,
humanities, the arts, physical education/sport, religious education and relationships, sex and health
education. For pupils in year 7, it may be necessary to address gaps in English and maths by
teaching essential knowledge and skills from the key stage 2 curriculum.
Specific points for Key Stages 4 and 5
As with earlier key stages, it is likely that pupils in key stage 4 and 5 will need extra support to catch
up on any content they have missed, but the school curriculum may be less flexible given the
requirements of qualification specifications.
To ensure exams and assessments next summer are as fair as possible, and take into account any
public health requirements and the wellbeing of students, Ofqual is currently consulting on proposals
for next year (https://www.gov.uk/government/consultations/proposed-changes-to-the-assessment-of-gcses-as-
and-a-levels-in-2021), and will confirm its decisions as soon as possible to allow time for schools to
prepare.
The vast majority of pupils in year 10 and 11 are expected to continue to study their examination
subjects. This will support them towards their preferred route to further study.
In exceptional circumstances, it may be in the best interests of a year 11 pupil to discontinue an
examined subject because the school judges that, for example, they would achieve significantly
better in their remaining subjects as a result, especially in GCSE English and mathematics.
School leaders are expected to make such decisions in discussion with pupils and parents and
informed by ongoing assessment of a pupil’s progress and wellbeing, using the existing discretion
that schools already apply on these matters.
Schools are expected to review any plans for early entry among year 10 pupils in summer 2021. It
may be in the best interests of the pupil to take their exams and assessments the following year
when they are in year 11, if the curriculum can be adjusted to provide further teaching and study time
in the summer term and academic year 2021 to 2022.
Pupils in years 12 and 13 are more likely to undertake self-directed study, but may still need
additional support. Compared to key stage 4, there is less scope to drop an examined subject as
fewer qualifications are studied at this key stage. Discontinuing a subject is therefore likely to
significantly limit choices for further study and employment, so is expected to be rare.
Music
Schools should note that there may be an additional risk of infection in environments where you or
others are singing, chanting, playing wind or brass instruments or shouting. This applies even if
individuals are at a distance. Schools should consider how to reduce the risk, particularly when pupils
are playing instruments or singing in small groups such as in music lessons by, for example, physical
distancing and playing outside wherever possible, limiting group sizes to no more than 15, positioning
pupils back-to-back or side-to-side, avoiding sharing of instruments, and ensuring good ventilation.
Singing, wind and brass playing should not take place in larger groups such as school choirs and
ensembles, or school assemblies. Further more detailed DfE guidance will be published shortly.
Physical activity in schools

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Schools have the flexibility to decide how physical education, sport and physical activity will be
provided whilst following the measures in their system of controls. Pupils should be kept in consistent
groups, sports equipment thoroughly cleaned between each use by different individual groups, and
contact sports avoided.
Outdoor sports should be prioritised where possible, and large indoor spaces used where it is not,
maximising distancing between pupils and paying scrupulous attention to cleaning and hygiene. This
is particularly important in a sports setting because of the way in which people breathe during
exercise. External facilities can also be used in line with government guidance for the use of, and
travel to and from, those facilities.
Schools should refer to the following advice:
guidance on the phased return of sport and recreation
(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-phased-return-of-sport-
and-recreation) and guidance from Sport England (https://www.sportengland.org/how-we-can-
help/coronavirus) for grassroot sport
advice from organisations such as the Association for Physical Education
(https://www.afpe.org.uk/physical-education/wp-content/uploads/COVID-19-Interpreting-the-Government-
Guidance-in-a-PESSPA-Context-FINAL.pdf.) and the Youth Sport Trust
(https://www.youthsporttrust.org/coronavirus-support-schools)
Schools are able to work with external coaches, clubs and organisations for curricular and extra-
curricular activities where they are satisfied that it is safe to do so. Schools should consider carefully
how such arrangements can operate within their wider protective measures.
Activities such as active miles, making break times and lessons active and encouraging active travel
help enable pupils to be physically active while encouraging physical distancing.
Catch-up support
We have announced a package worth £1 billion to ensure that schools have the resources they need
to help all pupils make up for lost teaching time, with extra support for those who need it most.
£650 million will be spent on ensuring all pupils have the chance to catch up and supporting schools
to rise to the challenge. This one-off grant funding will be paid to all state-funded primary, secondary
and special schools in the 2020 to 2021 academic year. Whilst headteachers will decide how the
money is spent, the Education Endowment Foundation has published guidance on effective
interventions to support schools (https://educationendowmentfoundation.org.uk/covid-19-resources/covid-19-
support-guide-for-schools/). For pupils with complex needs, we strongly encourage schools to spend
this funding on catch-up support to address their individual needs. We will set out how this funding
will be distributed between individual schools shortly.
Alongside this universal offer, we will roll out a National Tutoring Programme
(https://educationendowmentfoundation.org.uk/covid-19-resources/national-tutoring-programme/), worth £350
million, which will deliver proven and successful tuition to the most disadvantaged and vulnerable
young people, accelerating their academic progress and preventing the gap between them and their
more affluent peers widening. The evidence shows that tutoring is an effective way to accelerate
learning, and we therefore believe a targeted tutoring offer is the best way to narrow the gaps that
risk opening up due to attendance at school being restricted.
Pupil wellbeing and support

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support the rebuilding of friendships and social engagement
address and equip pupils to respond to issues linked to coronavirus (COVID-19)
support pupils with approaches to improving their physical and mental wellbeing
Schools should also provide more focused pastoral support where issues are identified that individual
pupils may need help with, drawing on external support where necessary and possible. Schools
should also consider support needs of particular groups they are already aware need additional help
(for example, children in need), and any groups they identify as newly vulnerable on their return to
school. To support this, teachers may wish to access the free MindEd learning platform for
professionals (https://www.minded.org.uk/), which contains materials on peer support, stress, fear and
trauma, and bereavement. MindEd have also developed a coronavirus (COVID-19) staff resilience
hub (https://covid.minded.org.uk/) with advice and tips for frontline staff.
Schools should consider how they are working with school nursing services to support the health and
wellbeing of their pupils; school nursing services have continued to offer support as pupils return to
school – school nurses as leaders of the healthy child programme
(https://www.gov.uk/government/publications/healthy-child-programme-0-to-19-health-visitor-and-school-nurse-
commissioning) can offer a range of support including:
support for resilience, mental health and wellbeing including anxiety, bereavement and sleep
issues
support for pupils with additional and complex health needs
supporting vulnerable children and keeping children safe
Schools and school nurses need to work together to ensure delivery of the healthy child programme
(which includes immunisation), identifying health and wellbeing needs which will underpin priorities
for service delivery.
Behaviour expectations
Schools should consider updating their behaviour policies with any new rules/policies, and consider
how to communicate rules/policies clearly and consistently to staff, pupils and parents, setting clear,
reasonable and proportionate expectations of pupil behaviour. Further details are available at
Behaviour and discipline in schools (https://www.gov.uk/government/publications/behaviour-and-discipline-
in-schools). Schools should set out clearly at the earliest opportunity the consequences for poor
behaviour and deliberately breaking the rules and how they will enforce those rules including any
sanctions. This is particularly the case when considering restrictions on movement within school and
new hygiene rules. Schools will need to work with staff, pupils and parents to ensure that behaviour
expectations are clearly understood, and consistently supported, taking account of individual needs
and should also consider how to build new expectations into their rewards system.
It is likely that adverse experiences and/or lack of routines of regular attendance and classroom
discipline may contribute to disengagement with education upon return to school, resulting in
increased incidence of poor behaviour. Schools should work with those pupils who may struggle to
reengage in school and are at risk of being absent and/or persistently disruptive, including providing
support for overcoming barriers to attendance and behaviour and to help them reintegrate back into
school life.
We acknowledge that some pupils will return to school having been exposed to a range of adversity
and trauma including bereavement, anxiety and in some cases increased welfare and safeguarding
risks. This may lead to an increase in social, emotional and mental health concerns and some
children, particularly vulnerable groups such as children with a social worker and young carers, will
need additional support and access to services such as educational psychologists, social workers,
and counsellors. Additionally, provision for children who have SEND may have been disrupted during

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partial school closure and there may be an impact on their behaviour. Schools will need to work with
local services (such as health and the local authority) to ensure the services and support are in place
for a smooth return to schools for pupils.
The disciplinary powers that schools currently have, including exclusion, remain in place. Permanent
exclusion should only be used as a last resort. Where a child with a social worker is at risk of
exclusion, their social worker should be informed and involved in relevant conversations.
Any disciplinary exclusion of a pupil, even for short periods of time, must be consistent with the
relevant legislation. Ofsted will continue to consider exclusions, including the rates, patterns and
reasons for exclusion and to look for any evidence of off-rolling. Off-rolling is never acceptable.
Ofsted is clear that pressuring a parent to remove their child from the school (including to home
educate their child) is a form of off-rolling. Elective home education should always be a positive
choice taken by parents without pressure from their school.
Section 4: Assessment and accountability
Inspection
For state-funded schools, routine Ofsted inspections will remain suspended for the autumn term.
However, during the autumn term, inspectors will visit a sample of schools to discuss how they are
managing the return to education of all their pupils. These will be collaborative discussions, taking
into account the curriculum and remote education expectations set out in this document, and will not
result in a judgement. A brief letter will be published following the visit. The insights that inspectors
gather will also be aggregated nationally to share learning with the sector, the government and the
wider public. In addition, Ofsted has the power to inspect a school in response to any significant
concerns, such as safeguarding.
For independent schools, Ofsted/the Independent Schools Inspectorate (ISI) standard inspections
also remain suspended. During the autumn term, Ofsted/ISI will undertake non-routine inspections,
as commissioned by the Department for Education, where appropriate. For example, this may be a
pre-registration inspection or an inspection to follow up on significant safeguarding concerns. These
inspections will have a judgement, as usual, and result in the production of a report.
It is intended that routine Ofsted and ISI inspections will restart from January 2021, with the exact
timing being kept under review.
Primary assessment
We recognise that pupils will have missed a critical period of their education due to lockdown in the
2019 to 2020 academic year. It is vital that we know the impact of coronavirus (COVID-19) on this
cohort of pupils nationally, and can give support to schools that need it the most.
We are, therefore, planning on the basis that statutory primary assessments will take place in
summer 2021. The early years foundation stage profile, and all existing statutory key stage 1 and 2
assessments, should return in 2020 to 2021 in accordance with their usual timetables. This includes:
the phonics screening check
key stage 1 tests and teacher assessment
the year 4 multiplication tables check
key stage 2 tests and teacher assessment
statutory trialling

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The statutory rollout of the reception baseline assessment has been postponed until September
2021, giving schools flexibility to sign up to our early adopter year in 2020 to 2021.
The Standards and Testing Agency (STA) are reviewing requirements for the phonics screening
check in year 2 (following the cancellation of the 2020 assessment) and also arrangements for
implementation of the engagement model (for the assessment of pupils working below the national
curriculum and not engaged in subject specific study) and will provide an update to schools before
the end of the summer term.
Results day
Schools planning to open their doors to pupils on results day should continue to follow the hierarchy
of controls they have used over the summer term.
In particular this means:
ensuring that those who have coronavirus (COVID-19) symptoms, or who have someone in their
household who does, do not attend school
ensuring staff and pupils clean their hands more often than usual
ensuring good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach
cleaning frequently touched surfaces often using standard products, such as detergents and
bleach
minimising contact and mixing as far as possible, by keeping pupils in small consistent groups -
schools should aim to practise social distancing in line with current government guidance on
social distancing (https://www.gov.uk/government/publications/staying-alert-and-safe-social-
distancing/staying-alert-and-safe-social-distancing-after-4-july)
Pupils and parents should follow coronavirus (COVID-19): safer travel guidance for passengers
(https://www.gov.uk/guidance/coronavirus-covid-19-safer-travel-guidance-for-passengers) when planning their
travel to school, and be encouraged to walk or cycle where possible. Schools should consider the
potential for broader social mixing outside school when deciding their approach and communicate
with pupils about not socialising with each other in large groups outside school.
Schools should continue to make clear to parents that, should they wish to accompany their child to
collect their results, they must not gather at entrance gates or doors (and neither should their child),
or enter the site (unless they have a pre-arranged appointment).
Further advice can be found in protective measures guidance for education and childcare settings
(https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-
education-and-childcare-settings).
Schools are also reminded that this year, it has been agreed that results cannot be released to
students until 8am (rather than 6am as in previous years). UCAS and higher education institutions
will also not communicate any confirmation decisions while the results are under the 8am embargo.
UCAS will make a list of applicants who have not been given a university place available to schools
at 7am on 13 August, under embargo until 8am, in order to give them additional time to prepare to
support students who are in this position before results are released to students. Only staff who are
directly responsible for supporting unplaced students should have sight of this information prior to
8am.
The National Careers Service will again be delivering the Exam Results Helpline during August this
year. Young people or their parents can contact the helpline on 0800 100 900 to speak to a
professionally qualified careers adviser if they need advice on their next steps. The helpline will be

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open from 8 am to 10 pm from Thursday 13 August until Friday 28 August. After these dates, young
people will be able to access ongoing support from the National Careers Service at any time by
calling 0800 100 900, visiting the National Careers Service website
(https://nationalcareers.service.gov.uk/contact-us) or searching for the National Careers Service on
Facebook and Twitter.
Exams
For the summer 2021 exams, we recognise that pupils in years 11 and 13 will have missed a critical
period of their education due to lockdown in the 2019 to 2020 academic year. It is vital that these
pupils are able to catch up and access exams that lead to the qualifications they need to progress.
We are, therefore, planning on the basis that GCSEs and A levels will take place in summer 2021 but
with adaptations, including those which will free up teaching time. Ofqual is currently consulting on
proposed adaptations to exams (https://www.gov.uk/government/consultations/proposed-changes-to-the-
assessment-of-gcses-as-and-a-levels-in-2021).
There will also be an exam series taking place in autumn 2020. Following the cancellation of summer
2020 exams, the exam boards will be providing students with calculated grades (except in some
exceptional cases) this summer, which students will use to move onto their next step. DfE has,
however, also announced that there will be an opportunity for students to sit exams in the autumn
(https://www.parliament.uk/business/publications/written-questions-answers-statements/written-
statement/Commons/2020-03-23/HCWS176/) and Ofqual has confirmed these exams will be available in
all subjects. Where a student wishes to sit an exam, DfE’s guidance on Centre responsibility for
autumn GCSE, AS and A level exam series (https://www.gov.uk/government/publications/responsibility-for-
autumn-gcse-as-and-a-level-exam-series/centre-responsibility-for-autumn-gcse-as-and-a-level-exam-series-
guidance) sets out that we expect the centre that entered them for the summer series to enter them in
the autumn series and take overall responsibility for ensuring that they have somewhere appropriate
to sit their exams. We are also exploring further ways in which it might be possible to minimise
additional burdens on centres whilst ensuring that exams remain accessible for students, and we will
provide further information on this.
Accountability expectations
Performance tables are suspended for the 2019 to 2020 academic year, and no school or college will
be judged on data based on exams and assessments from 2020. Until the new data release is
available, all those working with schools, including Ofsted and DfE regional teams, should refer to the
2019 data. The Department for Education will continue to use 2019 data as a starting point for any
conversation about support for schools with Ofsted judgements below good. More information is set
out at coronavirus (COVID-19): school and college accountability
(https://www.gov.uk/government/publications/coronavirus-covid-19-school-and-college-performance-
measures/coronavirus-covid-19-school-and-college-accountability).
Section 5: Contingency planning for outbreaks
Process in the event of local outbreaks
If a local area sees a spike in infection rates that is resulting in localised community spread,
appropriate authorities will decide which measures to implement to help contain the spread. The
Department for Education will be involved in decisions at a local and national level affecting a
geographical area, and will support appropriate authorities and individual settings to follow the health
advice. We will provide more information on this process in due course.
Contingency plans for outbreaks

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For individuals or groups of self-isolating pupils, remote education plans should be in place. These
should meet the same expectations as those for any pupils who cannot yet attend school at all due to
coronavirus (COVID-19). See section on remote education support.
In the event of a local outbreak, the PHE health protection team or local authority may advise a
school or number of schools to close temporarily to help control transmission. Schools will also need
a contingency plan for this eventuality. This may involve a return to remaining open only for
vulnerable children and the children of critical workers, and providing remote education for all other
pupils.
Remote education support
Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown
requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote
education. Schools are expected to consider how to continue to improve the quality of their existing
offer and have a strong contingency plan in place for remote education provision by the end of
September. This planning will be particularly important to support a scenario in which the logistical
challenges of remote provision are greatest, for example where large numbers of pupils are required
to remain at home.
In developing these contingency plans, we expect schools to:
use a curriculum sequence that allows access to high-quality online and offline resources and
teaching videos, and that is linked to the school’s curriculum expectations
give access to high quality remote education resources
select the online tools that will be consistently used across the school in order to allow
interaction, assessment and feedback, and make sure staff are trained in their use
provide printed resources, such as textbooks and workbooks, for pupils who do not have
suitable online access
recognise that younger pupils and some pupils with SEND may not be able to access remote
education without adult support, and so schools should work with families to deliver a broad and
ambitious curriculum.
When teaching pupils remotely, we expect schools to:
set assignments so that pupils have meaningful and ambitious work each day in a number of
different subjects
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
provide frequent, clear explanations of new content, delivered by a teacher in the school or
through high quality curriculum resources and/or videos
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
plan a programme that is of equivalent length to the core teaching pupils would receive in
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Pupils may be experiencing a variety of emotions in response to the coronavirus (COVID-19)
outbreak, such as anxiety, stress or low mood. This may particularly be the case for vulnerable
children, including those with a social worker and young carers. It is important to contextualise these
feelings as normal responses to an abnormal situation. Some may need support to re-adjust to
school; others may have enjoyed being at home and be reluctant to return; a few may be showing
signs of more severe anxiety or depression. Others will not be experiencing any challenges and will
be keen and ready to return to school.
The return to school allows social interaction with peers, carers and teachers, which benefits
wellbeing.
The Department for Education, Public Health England and NHS England hosted a free webinar for
school and college staff on 9 July 2020 to set out how to support returning pupils and students. A
recording of this is available:
This includes experts discussing the impacts of the pandemic on pupils’ mental wellbeing and
recovery techniques, and education leaders discussing the actions they have been taking.
The Whole School SEND consortium will be delivering some training and how-tos for mainstream
school teachers (including free insets and webinars) on supporting pupils with SEND to return to their
mainstream school after the long absence, and on transition to other settings. Details of future
training sessions are held on the events page (https://www.sendgateway.org.uk/training-events.html) of the
SEND Gateway. You can opt to join Whole School SEND’s community of practice
(https://www.sendgateway.org.uk/whole-school-send/join-our-community-of-practice.html) when you sign up
for an event to receive notifications about future training and resources as they are published.
DfE has also published the first of the relationships, sex and health education training modules for
teachers to support them in preparation to deliver content on mental health and wellbeing. The
training module on teaching about mental wellbeing (https://www.gov.uk/guidance/teaching-about-mental-
wellbeing), which has been developed with clinical experts and schools, will improve teacher
confidence in talking and teaching about mental health and wellbeing in the classroom. It was
published early given the importance of supporting pupils’ mental health and wellbeing at this time.
Schools should consider the provision of pastoral and extra-curricular activities to all pupils designed
to:
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We expect schools to consider these expectations in relation to the pupils’ age, stage of development
and/or special educational needs, for example where this would place significant demands on
parents’ help or support. We expect schools to avoid an over-reliance on long-term projects or
internet research activities.
The government will also explore making a temporary continuity direction in the autumn term, to give
additional clarity to schools, pupils and parents as to what remote education should be provided. DfE
will engage with the sector before a final decision is made on this.
A range of resources to support schools in delivering remote education is available:
curriculum maps for key subjects for year groups from Reception to year 9 will be published in
July. They aim to provide support to schools in developing the ability to switch from classroom
teaching to remote provision immediately in case of local lockdowns or self-isolation. A number
of education resource providers intend to align their resources to these maps, to further support
schools. These maps are designed as a support for schools and are entirely non-mandatory, for
use at the discretion of the school.
DfE has produced a quality assured list of remote education resources
(https://www.gov.uk/government/publications/coronavirus-covid-19-online-education-resources) which are
available to schools and parents for free over the summer term. Where pricing models have
changed, schools may consider using some of their catch-up funding on remote resources in
line with the access to technology section of the EEF’s COVID-19 support guide for schools
(https://educationendowmentfoundation.org.uk/covid-19-resources/covid-19-support-guide-for-schools/)
from that start of the autumn term, Oak National Academy will make available video lessons
covering the entire national curriculum, available to any school for free. These are being in
developed in partnership with a wide group of teachers and school leaders to develop lessons in
the popular topics. The resources will be as flexible as possible, allowing schools to reorder
topics and lessons, to match their own plans and curriculum.
Oak National Academy specialist content for pupils with SEND. This covers communication and
language, numeracy, creative arts, independent living, occupational therapy, physical therapy
and speech and language therapy. Their provision for next academic year will include an
expanded range of content for the specialist sector.
government-funded access to one of two free-to-use digital education platforms: Google for
Education or Microsoft Office 365 Education. Schools can apply through The Key for School
Leaders (https://covid19.thekeysupport.com/remote-learning/). The Key also provides feature
comparison and case studies on how schools are making the most of these platforms.
a network of schools and colleges for help and support on effective use of tech for remote
education that can be accessed through the EdTech Demonstrator Programme (https://edtech-
demonstrator.lgfl.net/).
laptops, tablets and 4G wireless routers were made available to local authorities and academy
trusts to support vulnerable and disadvantaged children (specifically, care leavers, children and
young people with a social worker, and disadvantaged year 10 pupils) between May to July
2020. Local authorities and academy trusts will continue to own these devices.
following pupils returning to school in the autumn term, laptops and tablets will be distributed
directly to schools affected by a local coronavirus (COVID-19) outbreak
(https://www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19).

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These will be available for disadvantaged pupils in years 3 to 11 and clinically extremely
vulnerable children from all year groups unable to attend school. These devices will be owned
by the school and provided to children and young people who would otherwise be unable to
access remote education.
In addition to 4G routers provided to local authorities and academy trusts, the Department for
Education is working in partnership with BT to offer free access to BT WiFi hotspots for
disadvantaged pupils. We are also working with the major telecommunications companies to
expand this offer and provide access to free additional data to families who rely on a mobile
internet connection while the response to coronavirus (COVID-19) requires pupils to learn from
home and access social care services online. More information on increasing internet access for
vulnerable and disadvantaged children (https://get-help-with-tech.education.gov.uk/about-bt-wifi) is
available.
Further support is available from:
The National Cyber Security Centre, on which video conference service is right for you
(https://www.ncsc.gov.uk/guidance/video-conferencing-services-security-guidance-organisations) and
using video conferencing services securely (https://www.ncsc.gov.uk/guidance/video-conferencing-
services-using-them-securely)
annex C of the guidance on Safeguarding and remote education during coronavirus (COVID-19)
(https://www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19), as well
as statutory guidance on online safety in Annex C of keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2).
Annex A: Health and safety risk assessment
Coronavirus (COVID-19) specific
Everyone needs to assess and manage the risks from coronavirus (COVID-19). This means school
employers and leaders are required by law to think about the risks the staff and pupils face and do
everything reasonably practicable to minimise them, recognising they cannot completely eliminate
the risk of coronavirus (COVID-19). School employers must therefore make sure that a risk
assessment has been undertaken to identify the measures needed to reduce the risks from
coronavirus (COVID-19) so far as is reasonably practicable and make the school COVID-secure.
General information on how to make a workplace COVID-secure, including how to approach a
coronavirus (COVID-19) risk assessment, is provided by the HSE guidance on working safely
(https://www.hse.gov.uk/coronavirus/working-safely/index.htm).
Schools should undertake a coronavirus (COVID-19) risk assessment by considering the measures
in this guidance to inform their decisions and control measures. A risk assessment is not about
creating huge amounts of paperwork, but rather about identifying sensible measures to control the
risks in the workplace, and the role of others in supporting that. The risk assessment will help school
leaders and employers decide whether they have done everything they need to. Employers have a
legal duty to consult their employees on health and safety in good time. It also makes good sense to
involve pupils (where applicable) and parents in discussions around health and safety decisions to
help them understand the reasons for the measures being put in place. Employers can do this by
listening and talking to them about how the school will manage risks from coronavirus (COVID-19)

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and make the school COVID-secure. The people who do the work are often the best people to
understand the risks in the workplace and will have a view on how to work safely. Involving them in
making decisions shows that the school takes their health and safety seriously.
Sharing your risk assessment
Schools should share the results of their risk assessment with their workforce. If possible, they
should consider publishing it on their website to provide transparency of approach to parents, carers
and pupils (HSE would expect all employers with over 50 staff to do so).
Monitoring and review of risk controls
It is important that employers know how effective their risk controls are. They should monitor and
review the preventive and protective measures regularly, to ensure the measures are working, and
taking action to address any shortfalls.
Roles and responsibilities
All employers are required by law to protect their employees, and others, from harm. Under the
Management of Health and Safety at Work Regulations 1999, the minimum employers must do is:
identify what could cause injury or illness in the organisation (hazards)
decide how likely it is that someone could be harmed and how seriously (the risk)
take action to eliminate the hazard, or if this isn’t possible, control the risk
Given the employer landscape in schools is varied, we have set out here what the existing DfE
Health and safety: responsibilities and duties for schools
(https://www.gov.uk/government/publications/health-and-safety-advice-for-schools/responsibilities-and-duties-
for-schools) guidance states about the roles and responsibilities for health and safety in schools:the
employer is accountable for the health and safety of school staff and pupils. The day-to-day running
of the school is usually delegated to the headteacher and the school management team. In most
cases, they are responsible for ensuring that risks are managed effectively. This includes health and
safety matters. Schools must appoint a competent person to ensure they meet their health and safety
duties. The Health and Safety Executive (HSE) provides more information on the role of
headteachers and employers in the guidance The role of school leaders - who does what
(https://www.hse.gov.uk/services/education/sensible-leadership/school-leaders.htm) and a simple guide to
who the employer is in each type of school setting in its FAQs section
(https://www.hse.gov.uk/services/education/faqs.htm#a1), under ‘Who is accountable for health and safety
within a school?’. References to actions by employers in this guidance may in practice be carried out
by headteachers in schools, but the employer will need to assure themselves that they have been
carried out, as they retain the accountability for health and safety. If not already done, employers
should ensure that a coronavirus (COVID-19) risk assessment for their school is undertaken as soon
as possible. As some pupils are already attending at school, the employer is likely to have gone
through a lot of this thinking already. We recommend that those employers use this document to
identify any further improvements they should make.
Wider guidance on the risk assessment process
Health and safety risk assessments identify measures to control risks during education and childcare
setting activities. Health and safety law requires the school employer to assess risks and put in place
measures to reduce the risks so far as is reasonably practicable. The law also requires employers to
record details of risk assessments, the measures taken to reduce these risks and expected
outcomes. Schools need to record significant findings of the assessment by identifying:

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the hazards
how people might be harmed by them
what they have in place to control risk
Records of the assessment should be simple and focused on controls. Outcomes should explain to
others what they are required to do and help staff with planning and monitoring.
Risk assessments consider what measures you need to protect the health and safety of all:
staff
pupils
visitors
contractors
Schools will need to think about the risks that may arise in the course of the day. This could include
anything related to the premises or delivery of its curriculum or activities, whether on-site or in
relation to activities offsite.
Consulting employees (general)
It is a legal requirement that employers must consult with the health and safety representative
selected by a recognised trade union or, if there isn’t one, a representative chosen by staff. As an
employer, you cannot decide who the representative will be.
At its most effective, full involvement of staff creates a culture where relationships between
employers and staff are based on collaboration, trust and joint problem solving. As is normal practice,
staff should be involved in assessing workplace risks and the development and review of workplace
health and safety policies in partnership with the employer. Consultation does not remove the
employer’s right to manage. They will still make the final decision but talking to employees is an
important part of successfully managing health and safety.
Leaders are encouraged to ensure that consultation on any changes to risk assessments that will be
in place for the start of the autumn term commence with staff before the summer break, to ensure
that those that are on term-time only contracts have adequate time to contribute.
Resolving issues and raising concerns
Employers and staff should always come together to resolve issues. As providers widen their
opening, any concerns in respect of the controls should be raised initially with line management and
trade union representatives, and employers should recognise those concerns and give them proper
consideration. If that does not resolve the issues, the concern can be raised with HSE
(https://www.hse.gov.uk/). Where the HSE identify employers who are not taking action to comply with
the relevant public health legislation and guidance to control public health risks, they will consider
taking a range of actions to improve control of workplace risks. The actions the HSE can take include
the provision of specific advice to employers through to issuing enforcement notices to help secure
improvements.
Approach to risk estimation and management
Some types of control are more effective at reducing risks than others. Risk reduction measures
should be assessed in order of priority as set out below; schools should not simply adopt the easiest
control measure to implement. Controls should be practical to be implemented and, ideally, should be
able to be maintained easily over time. It is critical to remember that it will only rarely be feasible to

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eliminate individual risks completely. The combination of controls introduced should aim to reduce the
risk to as low as reasonably practicable and prioritise structural, environmental interventions over
individual level ones. This does not just mean considering risks of transmission, but also balancing
these against risks to wider health and well-being and to education. Schools have the flexibility to
respond to risks in a way that suits their circumstances whilst complying with their duties under health
and safety legislation. Schools should work through the following steps to address their risks,
considering for each risk whether there are measures in each step they can adopt before moving
onto the next step:
1. Elimination: stop an activity that is not considered essential if there are risks attached.
2. Substitution: replace the activity with another that reduces the risk. Care is required to avoid
introducing new hazards due to the substitution.
3. Engineering controls: design measures that help control or mitigate risk.
4. Administrative controls: identify and implement the procedures to improve safety (for example,
markings on the floor, signage).
5. Having gone through this process, PPE should be used in circumstances where the guidance
says it is required.
Annex B: education, health and care plans
Temporary changes to SEND legislation
Since May, as a result of the outbreak, it has been necessary to modify Section 42 of the Children
and Families Act 2014 so that local authorities and health commissioners must use their ‘reasonable
endeavours’ to secure or arrange the specified special educational/health care provision in
education, health and care plans. We are committed to removing these flexibilities as soon as
possible so that children and young people can receive the support they need to return to school. As
such, unless the evidence changes, we will not be issuing further national notices to modify the
education, health and care duties, but will consider whether any such flexibilities may be required
locally to respond to outbreaks.
We will also continue to monitor the need for the temporary changes to the law on education, health
and care needs assessments and plans that give local authorities and others who contribute to the
relevant processes more flexibility in responding to the demands placed on them by coronavirus
(COVID-19). These changes are currently in force until 25 September.
We remain committed to listening to and working with local authorities, parent carer representatives
and specialist SEND organisations, to ensure that the lifting of the temporary changes is managed in
a way that supports the needs of children and young people with SEND.
All educational settings have a statutory duty under equalities legislation to make reasonable
adjustments for disabled children. Many children and young people will have found lockdown
exceptionally difficult socially and emotionally. Settings should consider any challenging behaviours
or social or emotional challenges arising as a response to the lockdown and offer additional support
and phased returns where needed.
Risk assessments for children and young people with education, health and
care plans
Following the partial closure of educational and childcare settings from 20 March 2020, we asked
local authorities to consider the needs of all children and young people with an education, health and
care plan and to carry out a risk assessment. Local authorities were asked to work with schools and

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parents or carers, to determine whether children and young people would be able to have their needs
met at home and be safer there than attending a school.
Risk assessments may prove useful now and over the autumn term, in identifying what additional
support children and young people with education, health and care plans need to make a successful
return to full education. Risk assessments may also prove useful if children and young people have
to self-isolate, or if a local outbreak of coronavirus (COVID-19) requires a school to return to more
limited attendance, or temporarily close.
Whether individual risk assessments are used to help plan for the autumn term or not, schools
should, in the spirit of coproduction, contact parents and involve them in planning for their child’s
return to their school from the start of the autumn term. They should also contact and involve young
people over 16 who have education, health and care plans. That might include visits to the school,
social stories, and other approaches that specialist settings normally use to enable a child or young
person with SEND, who has spent some time out of education, to return to full provision.

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 GOV.UK 
1. Home (https://www.gov.uk/)
2. Coronavirus (COVID-19) (https://www.gov.uk/coronavirus-taxon)
3. Education and childcare during coronavirus (https://www.gov.uk/coronavirus-taxon/education-and-
childcare)
4. Closures, exams and managing a school or early years setting during coronavirus
(https://www.gov.uk/coronavirus-taxon/closures-exams-managing-school)
5. Actions for schools during the coronavirus outbreak
(https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak)
Part of
Education and childcare during coronavirus
(https://www.gov.uk/coronavirus-taxon/education-and-childcare)
1. Department 
for Education (https://www.gov.uk/government/organisations/department-for-education)
Guidance
Guidance for full opening: schools
Updated 28 August 2020
Contents
Main changes since this guidance was last updated
Introduction
Section 1: Public health advice to minimise coronavirus (COVID-19) risks
The system of controls: protective measures
Section 2: School operations
Transport
Attendance
School workforce
Safeguarding
Catering
Estates
Educational visits
School uniform
Wraparound provision and extra-curricular activity
Section 3: Curriculum, behaviour and pastoral support
Curriculum expectations
Music, dance and drama in school
Catch-up support
Behaviour expectations

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Pupil wellbeing and support
Section 4: Assessment and accountability
Accountability expectations
Section 5: Contingency planning for outbreaks
Process in the event of local outbreaks
Contingency plans for outbreaks
Remote education support
Annex A: Health and safety risk assessment
Annex B: education, health and care (EHC) plans

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© Crown copyright 2020
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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:
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Where we have identified any third party copyright information you will need to obtain permission
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This publication is available at https://www.gov.uk/government/publications/actions-for-schools-
during-the-coronavirus-outbreak/guidance-for-full-opening-schools

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Main changes since this guidance was last updated
The following information has been updated:
managing confirmed cases of coronavirus (COVID-19) amongst the school community
the framework for supporting transport to and from schools
pupils who are shielding or self-isolating
use of face coverings in schools
actions for all schools and local authorities with regards to recording attendance and absence
employer health and safety and equalities duties
support available for schools with regard to supply teachers
performance management and appraisal for teachers
music, dance and drama in school
wraparound provision and extra-curricular activity
physical activity in schools
new resources available for pupil wellbeing and support
behaviour expectations
primary assessment
additional resources available for delivering remote education
changes to SEND legislation
Introduction
It is our plan that all pupils, in all year groups, will return to school full-time from the beginning of the
autumn term.
This guidance is intended to support schools, both mainstream and alternative provision, to prepare
for this. It applies to primary, secondary (including sixth forms), infant, junior, middle, upper, school-
based nurseries and boarding schools. We expect independent schools to follow the control
measures set out in this document in the same way as state-funded schools. The guidance also
covers expectations for children with special educational needs and disability (SEND), including
those with education, health and care plans, in mainstream schools.
Separate guidance is available for early years, further education colleges and for special schools.
This guidance is in 5 sections. The first section sets out the actions school leaders should take to
minimise the risk of transmission of coronavirus (COVID-19) in their school. This is public health
advice, endorsed by Public Health England (PHE).
The rest of the guidance is focused on how the Department for Education (DfE) expects schools to
operate in this new context. This includes:
school operations
curriculum, behaviour and pastoral support
assessment and accountability
contingency planning to provide continuity of education in the case of a local outbreak
This guidance has been prepared with input from school leaders, unions and sector bodies and in
consultation with PHE and the Health and Safety Executive (HSE).

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We will keep this guidance under review and update as necessary.
Welcoming children back to school
When we made the decision to ask schools to open only to a small number of children, this was done
with the aim of reducing transmission of coronavirus (COVID-19), to protect the NHS and save lives.
As the situation improved, we began to consider how we could bring more children and young people
back into schools. From 1 June, we supported primary schools to welcome some children back,
focusing on specific year groups being educated in small ‘bubbles’, and from 15 June secondary
schools welcomed back year 10 and 12 students to spend some time in school in small groups, with
public health risk reduction measures in place. Since 15 June, primary schools have also had the
flexibility to bring back other pupils where they have space to do so.
Now, the circumstances have changed. The prevalence of coronavirus (COVID-19) has decreased,
our NHS Test and Trace system is up and running and we are clear about the measures that need to
be in place to create safer environments within schools.
Returning to school is vital for children’s education and for their wellbeing. Time out of school is
detrimental for children’s cognitive and academic development, particularly for disadvantaged
children. This impact can affect both current levels of learning and children’s future ability to learn
therefore we need to ensure all pupils can return to school sooner rather than later.
The risk to children themselves of becoming severely ill from coronavirus (COVID-19) is very low and
there are negative health impacts of being out of school. We know that school is a vital point of
contact for public health and safeguarding services that are critical to the wellbeing of children and
families.
Lower academic achievement also translates into long-term economic costs due to having a less
well-qualified workforce. This affects the standard of living that today’s pupils will have over the
course of their entire life. For many households school closures have also affected their ability to
work. As the economy begins to recover, we need to remove this barrier so parents and carers can
return to work.
In relation to working in schools, whilst it is not possible to ensure a totally risk-free environment, the
Office of National Statistics’ analysis on coronavirus (COVID-19) related deaths linked to occupations
(https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/causesofdeath/bulletins/coronaviru
scovid19relateddeathsbyoccupationenglandandwales/deathsregistereduptoandincluding20april2020) suggests
that staff in educational settings tend not to be at any greater risk from the disease than many other
occupations. There is no evidence that children transmit the disease any more than adults.
Given the improved position, the balance of risk is now overwhelmingly in favour of children returning
to school. For the vast majority of children, the benefits of being back in school far outweigh the very
low risk from coronavirus (COVID-19). This guidance explains the steps schools need to take to
reduce the risks further. As a result, we can plan for all children to return and start to reverse the
enormous costs of missed education. This will be an important move back towards normal life for
many children and families.
We are, therefore, asking schools to prepare to welcome all children back this autumn. While
coronavirus (COVID-19) remains in the community, this means making judgments at a school level
about how to balance minimising any risks from coronavirus (COVID-19) by maximising control
measures with providing a full educational experience for children and young people. Schools should
use their existing resources to make arrangements to welcome all children back. There are no plans
at present to reimburse additional costs incurred as part of that process.

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The measures set out in this guidance provide a framework for school leaders to put in place
proportionate protective measures for children and staff, which also ensure that all pupils receive a
high quality education that enables them to thrive and progress. In welcoming all children back this
autumn, schools will be asked to minimise the number of contacts that a pupil has during the school
day as part of implementing the system of controls outlined below to reduce the risk of transmission.
If schools follow the guidance set out here and maximise control measures, they can be confident
they are managing risk effectively.
While our aim is to have all pupils back at school in the autumn, every school will also need to plan
for the possibility of a local lockdown and how they will ensure continuity of education.
Purpose of this guidance
The first section of this guidance sets out the public health advice schools must follow to minimise the
risks of coronavirus (COVID-19) transmission. It also includes the process that should be followed if
anyone develops coronavirus (COVID-19) symptoms while at school. This guidance has been
developed with advice from PHE.
The public health advice in this guidance makes up a PHE-endorsed ‘system of controls’, building on
the hierarchy of protective measures that have been in use throughout the coronavirus (COVID-19)
pandemic. When implemented in line with a revised risk assessment, these measures create an
inherently safer environment for children and staff where the risk of transmission of infection is
substantially reduced.
The system of controls provides a set of principles and if schools follow this advice and maximise the
use of control measures, they will effectively minimise risks. All elements of the system of controls
are essential. All schools must cover them all, but the way different schools implement some of the
requirements will differ based on their individual circumstances. Where something is essential for
public health reasons, as advised by PHE, we have said ‘must’. Where there is a legal requirement
we have made that clear. This guidance does not create any new legal obligations.
There cannot be a ‘one-size-fits-all’ approach where the system of controls describes every scenario.
School leaders will be best placed to understand the needs of their schools and communities and to
make informed judgments about how to balance delivering a broad and balanced curriculum with the
measures needed to manage risk. The system of controls provides a set of principles to help them do
this and, if schools follow this advice and maximise the use of control measures, they will effectively
minimise risks.
We expect schools and trusts to work closely with parents, staff and unions, as they normally would
when agreeing the best approaches for their circumstances. Where the personal circumstances of
parents or staff create added concerns, schools and trusts should discuss these, and we have
offered advice in this document about how to do this. We want all pupils and staff to be back in
schools, and believe the conditions are right for this, but some people will understandably have
worries that should be heard and addressed.
The rest of the guidance sets out more details on how DfE expects schools to operate in the autumn
term. This covers:
school operations, including attendance, workforce, estates, catering
curriculum, behaviour and pastoral support
assessment and accountability, including plans for inspection
contingency planning in case of self-isolation of multiple pupils or staff or local outbreaks
Section 1: Public health advice to minimise coronavirus (COVID-19) risks

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We are asking schools to prepare for all pupils to return full-time from the start of the autumn term,
including those in school-based nurseries. Schools should not put in place rotas.
Schools must comply with health and safety law, which requires them to assess risks and put in place
proportionate control measures. Schools should thoroughly review their health and safety risk
assessments and draw up plans for the autumn term that address the risks identified using the
system of controls. These are an adapted form of the system of protective measures that will be
familiar from the summer term. Essential measures include:
a requirement that people who are ill stay at home
robust hand and respiratory hygiene
enhanced cleaning arrangements
active engagement with NHS Test and Trace
formal consideration of how to reduce contacts and maximise distancing between those in
school wherever possible and minimise the potential for contamination so far as is reasonably
practicable
How contacts are reduced will depend on the school’s circumstances and will (as much as possible)
include:
grouping children together
avoiding contact between groups
arranging classrooms with forward facing desks
staff maintaining distance from pupils and other staff as much as possible
Risk assessment
Employers must protect people from harm. This includes taking reasonable steps to protect staff,
pupils and others from coronavirus (COVID-19) within the education setting.
Schools have remained open to some pupils since 23 March, welcoming more pupils back from 1
June. Schools should therefore have already assessed the risks and implemented proportionate
control measures to limit the transmission of coronavirus (COVID-19) for a limited number of pupils.
As part of planning for full return in the autumn term, it is a legal requirement that schools should
revisit and update their risk assessments (building on the learning to date and the practices they
have already developed). Schools should consider the additional risks and control measures to
enable a return to full capacity in the autumn term. Schools should also review and update their wider
risk assessments and consider the need for relevant revised controls in respect of their conventional
risk profile considering the implications of coronavirus (COVID-19). Schools should ensure that they
implement sensible and proportionate control measures which follow the health and safety hierarchy
of controls to reduce the risk to the lowest reasonably practicable level.
School employers should have active arrangements in place to monitor that the controls are:
effective
working as planned
updated appropriately considering any issues identified and changes in public health advice
For more information on what is required of school employers in relation to health and safety risk
assessments and managing risk, see annex A.

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The system of controls: protective measures
Having assessed their risk, schools must work through the below system of controls, adopting
measures to the fullest extent possible in a way that addresses the risk identified in their assessment,
works for their school and allows them to deliver a broad and balanced curriculum for their pupils,
including full educational and care support for those pupils who have Special Educational Needs and
Disabilities (SEND).
If schools follow the guidance set out here they will effectively reduce risks in their school and create
an inherently safer environment.
System of controls
This is the set of actions schools must take. They are grouped into ‘prevention’ and ‘response to any
infection’ and are outlined in more detail in the following sections.
Prevention
1) Minimise contact with individuals who are unwell by ensuring that those who have coronavirus
(COVID-19) symptoms, or who have someone in their household who does, do not attend
school.
2) Use of face coverings in schools.
3) Clean hands thoroughly more often than usual.
4) Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach.
5) Introduce enhanced cleaning, including cleaning frequently touched surfaces often, using
standard products such as detergents and bleach.
6) Minimise contact between individuals and maintain social distancing wherever possible.
7) Where necessary, wear appropriate personal protective equipment (PPE).
Numbers 1 to 5 must be in place in all schools, all the time.
Number 6 must be properly considered and schools must put in place measures that suit their
particular circumstances.
Number 7 applies in specific circumstances.
Response to any infection
8) Engage with the NHS Test and Trace process.
9) Manage confirmed cases of coronavirus (COVID-19) amongst the school community.
10) Contain any outbreak by following local health protection team advice.
Numbers 8 to 10 must be followed in every case where they are relevant.

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Prevention
1. Minimise contact with individuals who are unwell by ensuring that those who have
coronavirus (COVID-19) symptoms, or who have someone in their household who does, do
not attend school
Ensuring that pupils, staff and other adults do not come into the school if they have coronavirus
(COVID-19) symptoms (https://www.gov.uk/guidance/nhs-test-and-trace-how-it-works#people-who-develop-
symptoms-of-coronavirus) or have tested positive in at least the last 10 days and ensuring anyone
developing those symptoms during the school day is sent home, are essential actions to reduce the
risk in schools and further drive down transmission of coronavirus (COVID-19).
All schools must follow this process and ensure all staff are aware of it.
If anyone in the school becomes unwell with a new and persistent cough or a high temperature, or
has a loss of or change in, their normal sense of taste or smell (anosmia), they must be sent home
and advised to follow guidance for households with possible or confirmed coronavirus (COVID-19)
infection (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance), which sets out that
they should self-isolate for at least 10 days and should arrange to have a test
(https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) to see if they have coronavirus (COVID-
19).
If they have tested positive whilst not experiencing symptoms but develop symptoms during the
isolation period, they should restart the 10-day isolation period from the day they develop symptoms.
Other members of their household (including any siblings) should self-isolate for 14 days from when
the symptomatic person first had symptoms.
If a child is awaiting collection, they should be moved, if possible, to a room where they can be
isolated behind a closed door, depending on the age and needs of the child, with appropriate adult
supervision if required. Ideally, a window should be opened for ventilation. If it is not possible to
isolate them, move them to an area which is at least 2 metres away from other people.
If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom
if possible. The bathroom must be cleaned and disinfected using standard cleaning products before
being used by anyone else.
PPE must be worn by staff caring for the child while they await collection if a distance of 2 metres
cannot be maintained (such as for a very young child or a child with complex needs). More
information on PPE use can be found in the safe working in education, childcare and children’s social
care settings, including the use of personal protective equipment (PPE)
(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-
working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-
equipment-ppe) guidance.
If a child in a boarding school shows symptoms, they should initially self-isolate in their residential
setting household. Most children will benefit from self-isolating in their boarding house so that their
usual support can continue. Others will benefit more from self-isolating in their family home. For more
information on how to care for a symptomatic child while protecting the welfare of other pupils and
staff, read the guidance on isolation for residential educational settings
(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-isolation-for-residential-
educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings).

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As is usual practice, in an emergency, call 999 if someone is seriously ill or injured or their life is at
risk. Anyone with coronavirus (COVID-19) symptoms should not visit the GP, pharmacy, urgent care
centre or a hospital.
Any members of staff who have helped someone with symptoms and any pupils who have been in
close contact with them do not need to go home to self-isolate unless they develop symptoms
themselves (in which case, they should arrange a test) or if the symptomatic person subsequently
tests positive or they have been requested to do so by NHS Test and Trace.
Everyone must wash their hands thoroughly for 20 seconds with soap and running water or use hand
sanitiser after any contact with someone who is unwell. The area around the person with symptoms
must be cleaned with normal household bleach after they have left to reduce the risk of passing the
infection on to other people. See the COVID-19: cleaning of non-healthcare settings guidance
(https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings).
Public Health England is clear that routinely taking the temperature of pupils is not recommended as
this is an unreliable method for identifying coronavirus (COVID-19).
2. Use of face coverings in schools
The government is not recommending universal use of face coverings in all schools. Schools that
teach children in years 7 and above and which are not under specific local restriction measures will
have the discretion to require face coverings for pupils, staff and visitors in areas outside the
classroom where social distancing cannot easily be maintained, such as corridors and communal
areas and it has been deemed appropriate in those circumstances. Primary school children will not
need to wear a face covering.
In particular, schools that teach years 7 and above may decide to recommend the wearing of face
coverings for pupils, staff or visitors in communal areas outside the classroom where the layout of the
schools makes it difficult to maintain social distancing when staff and pupils are moving around the
premises, for example, corridors.
In primary schools where social distancing is not possible in areas outside of classrooms between
members of staff or visitors, for example in staffrooms, headteachers will have the discretion to
decide whether to ask staff or visitors to wear, or agree to them wearing face coverings in these
circumstances.
Based on current evidence and the measures that schools are already putting in place, such as the
system of controls and consistent bubbles, face coverings will not be necessary in the classroom
even where social distancing is not possible. Face coverings would have a negative impact on
teaching and their use in the classroom should be avoided.
Where local restrictions apply
In areas where local lockdowns or restrictions are in place, face coverings should be worn by adults
and pupils (in years 7 and above) in areas outside classrooms when moving around communal areas
where social distancing is difficult to maintain such as corridors.
In the event of new local restrictions being imposed, schools will need to communicate quickly and
clearly to staff, parents, pupils that the new arrangements require the use of face coverings in certain
circumstances.
Exemptions

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Some individuals are exempt from wearing face coverings. This applies to those who:
cannot put on, wear or remove a face covering because of a physical or mental illness or
impairment or disability
speak to or provide assistance to someone who relies on lip reading, clear sound or facial
expression to communicate
The same exemptions will apply in education settings, and we would expect teachers and other
staff to be sensitive to those needs.
Access to face coverings
It is reasonable to assume that staff and young people will now have access to face coverings due to
their increasing use in wider society, and Public Health England has made available resources on
how to make a simple face covering.
However, where anybody is struggling to access a face covering, or where they are unable to use
their face covering due to having forgotten it or it having become soiled or unsafe, education settings
should take steps to have a small contingency supply available to meet such needs.
No-one should be excluded from education on the grounds that they are not wearing a face covering.
Safe wearing and removal of face coverings
Schools should have a process for removing face coverings when those who use face coverings
arrive at school, and when face coverings are worn at school in certain circumstances. This process
should be communicated clearly to pupils and staff.
Safe wearing of face coverings requires cleaning of hands before and after touching – including to
remove or put them on – and the safe storage of them in individual, sealable plastic bags between
use. Where a face covering becomes damp, it should not be worn and the face covering should be
replaced carefully.
Pupils must be instructed not to touch the front of their face covering during use or when removing it
and they must dispose of temporary face coverings in a ‘black bag’ waste bin (not recycling bin) or
place reusable face coverings in a plastic bag they can take home with them, and then wash their
hands again before heading to their classroom.
Further guidance on face coverings
Safe working in education, childcare and children’s social care provides
(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-
care)
Face coverings in education settings (https://www.gov.uk/government/publications/face-coverings-in-
education/face-coverings-in-education)
3. Clean hands thoroughly more often than usual
Coronavirus (COVID-19) is an easy virus to kill when it is on skin. This can be done with soap and
running water or hand sanitiser. Schools must ensure that pupils clean their hands regularly,
including when they arrive at school, when they return from breaks, when they change rooms and

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before and after eating. Regular and thorough hand cleaning is going to be needed for the
foreseeable future. Points to consider and implement:
whether the school has enough hand washing or hand sanitiser ‘stations’ available so that all
pupils and staff can clean their hands regularly
supervision of hand sanitiser use given risks around ingestion. Small children and pupils with
complex needs should continue to be helped to clean their hands properly. Skin friendly skin
cleaning wipes can be used as an alternative
building these routines into school culture, supported by behaviour expectations and helping
ensure younger children and those with complex needs understand the need to follow them
4. Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach
The ‘catch it, bin it, kill it’ approach continues to be very important, so schools must ensure that they
have enough tissues and bins available in the school to support pupils and staff to follow this routine.
As with hand cleaning, schools must ensure younger children and those with complex needs are
helped to get this right and all pupils understand that this is now part of how the school operates. The
e-Bug coronavirus (COVID-19) website (https://e-bug.eu/eng_home.aspx?
cc=eng&ss=1&t=Information%20about%20the%20Coronavirus) contains free resources for schools,
including materials to encourage good hand and respiratory hygiene.
Some pupils with complex needs will struggle to maintain as good respiratory hygiene as their peers,
for example, those who spit uncontrollably or use saliva as a sensory stimulant. This should be
considered in risk assessments in order to support these pupils and the staff working with them and
is not a reason to deny these pupils face-to-face education.
Face coverings are required at all times on public transport, except for children under the age of 11.
Further information can be found in the face coverings (https://www.gov.uk/government/publications/face-
coverings-when-to-wear-one-and-how-to-make-your-own/face-coverings-when-to-wear-one-and-how-to-make-
your-own) guidance.
5. Introduce enhanced cleaning, including cleaning frequently touched surfaces often using
standard products, such as detergents and bleach
Points to consider and implement:
putting in place a cleaning schedule that ensures cleaning is generally enhanced and includes:
more frequent cleaning of rooms and shared areas that are used by different groups
frequently touched surfaces being cleaned more often than normal
toilets will need to be cleaned regularly and pupils must be encouraged to clean their hands
thoroughly after using the toilet - different groups being allocated their own toilet blocks could be
considered but is not a requirement if the site does not allow for it
Public Health England has published revised guidance for cleaning non-healthcare settings
(https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings) to advise
on general cleaning required in addition to the existing advice on cleaning those settings when there
is a suspected case.
6. Minimise contact between individuals and maintain social distancing wherever possible

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Minimising contacts and mixing between people reduces transmission of coronavirus (COVID-19).
This is important in all contexts and schools must consider how to implement this. Schools must do
everything possible to minimise contacts and mixing while delivering a broad and balanced
curriculum.
The overarching principle to apply is reducing the number of contacts between children and staff.
This can be achieved through keeping groups separate (in ‘bubbles’) and through maintaining the
distance between individuals. These are not alternative options and both measures will help, but the
balance between them will change depending on:
children’s ability to distance
the lay out of the school
the feasibility of keeping distinct groups separate while offering a broad curriculum (especially at
secondary)
It is likely that for younger children the emphasis will be on separating groups and for older children, it
will be on distancing. For children old enough, they should also be supported to maintain distance
and not touch staff where possible.
The points to consider and implement are set out in the following sections.
a. How to group children
Consistent groups reduce the risk of transmission by limiting the number of pupils and staff in contact
with each other to only those within the group. They have been used in schools in the summer term
in recognition that children, especially the youngest children, cannot socially distance from staff or
from each other and this provides an additional protective measure. Maintaining distinct groups or
‘bubbles’ that do not mix makes it quicker and easier in the event of a positive case to identify those
who may need to self-isolate and keep that number as small as possible.
However, the use of small groups restricts the normal operation of schools and presents both
educational and logistical challenges, including the cleaning and use of shared spaces, such as
playgrounds, boarding houses, dining halls, and toilets, and the provision of specialist teaching. This
is the case in both primary and secondary schools but is particularly difficult in secondary schools.
In this guidance for the autumn term, maintaining consistent groups remains important, but given the
decrease in the prevalence of coronavirus (COVID-19) and the resumption of the full range of
curriculum subjects, schools may need to change the emphasis on bubbles within their system of
controls and increase the size of these groups.
In secondary schools, particularly in the older age groups at key stage 4 and key stage 5, the groups
are likely to need to be the size of a year group to enable schools to deliver the full range of
curriculum subjects and students to receive specialist teaching. If this can be achieved with small
groups, they are recommended. At primary school and in the younger years at secondary (key stage
3), schools may be able to implement smaller groups the size of a full class. If that can be achieved,
it is recommended, as this will help to reduce the number of people who could be asked to isolate
should someone in a group become ill with coronavirus (COVID-19).
Schools should assess their circumstances and if class-sized groups are not compatible with offering
a full range of subjects or managing the practical logistics within and around the school, they can look
to implement year group sized ‘bubbles’. Whatever the size of the group, they should be kept apart
from other groups where possible and older children should be encouraged to keep their distance
within groups. Schools with the capability to do it should take steps to limit interaction, sharing of
rooms and social spaces between groups as much as possible. When using larger groups the other
measures from the system of controls become even more important, to minimise transmission risks

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and to minimise the numbers of pupils and staff who may need to self-isolate. We recognise that
younger children will not be able to maintain social distancing and it is acceptable for them not to
distance within their group.
Both the approaches of separating groups and maintaining distance are not ‘all-or-nothing’ options
and will still bring benefits even if implemented partially. Some schools may keep children in their
class groups for the majority of the classroom time, but also allow mixing into wider groups for
specialist teaching, wraparound care and transport, or for boarding pupils in one group residentially
and another during the school day. Siblings may also be in different groups. Endeavouring to keep
these groups at least partially separate and minimising contacts between children will still offer public
health benefits as it reduces the network of possible direct transmission.
All teachers and other staff can operate across different classes and year groups in order to facilitate
the delivery of the school timetable. This will be particularly important for secondary schools. Where
staff need to move between classes and year groups, they should try and keep their distance from
pupils and other staff as much as they can, ideally 2 metres from other adults. Again, we recognise
this is not likely to be possible with younger children and teachers in primary schools can still work
across groups if that is needed to enable a full educational offer.
b. Measures within the classroom
Maintaining a distance between people whilst inside and reducing the amount of time they are in face
to face contact lowers the risk of transmission. It is strong public health advice that staff in secondary
schools maintain distance from their pupils, staying at the front of the class, and away from their
colleagues where possible. Ideally, adults should maintain 2 metre distance from each other, and
from children. We know that this is not always possible, particularly when working with younger
children, but if adults can do this when circumstances allow that will help. In particular, they should
avoid close face to face contact and minimise time spent within 1 metre of anyone. Similarly, it will
not be possible when working with many pupils who have complex needs or who need close contact
care. These pupils’ educational and care support should be provided as normal.
For children old enough, they should also be supported to maintain distance and not touch staff and
their peers where possible. This will not be possible for the youngest children and some children with
complex needs and it is not feasible in some schools where space does not allow. Schools doing this
where they can, and even doing this some of the time, will help.
When staff or children cannot maintain distancing, particularly with younger children in primary
schools, the risk can also be reduced by keeping pupils in the smaller, class-sized groups.
Schools should make small adaptations to the classroom to support distancing where possible. That
should include seating pupils side by side and facing forwards, rather than face to face or side on,
and might include moving unnecessary furniture out of classrooms to make more space.
c. Measures elsewhere
Groups should be kept apart, meaning that schools should avoid large gatherings such as
assemblies or collective worship with more than one group.
When timetabling, groups should be kept apart and movement around the school site kept to a
minimum. While passing briefly in the corridor or playground is low risk, schools should avoid
creating busy corridors, entrances and exits. Schools should also consider staggered break times
and lunch times (and time for cleaning surfaces in the dining hall between groups).
Schools should also plan how shared staff spaces are set up and used to help staff to distance from
each other. Use of staff rooms should be minimised, although staff must still have a break of a
reasonable length during the day.

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d. Measures for arriving at and leaving school
We know that travel to school patterns differ greatly between schools. If those patterns allow, schools
should consider staggered starts or adjusting start and finish times to keep groups apart as they
arrive and leave school. Staggered start and finish times should not reduce the amount of overall
teaching time. A staggered start may, for example, include condensing/staggering free periods or
break time but retaining the same amount of teaching time, or keeping the length of the day the same
but starting and finishing later to avoid rush hour. Schools should consider how to communicate this
to parents and remind them about the process that has been agreed for drop off and collection,
including that gathering at the school gates and otherwise coming onto the site without an
appointment is not allowed.
The Department for Education will be supporting schools across the summer on how best to
communicate with parents and pupils (and staff) on what to expect on their return and the procedures
and expectations in relation to the control measures schools have put in place.
e. Other considerations
Some pupils with SEND (whether with education, health and care plans or on SEN support) will need
specific help and preparation for the changes to routine that this will involve, so teachers and special
educational needs coordinators should plan to meet these needs, for example using social stories.
More information on pupils with education, health and care plans can be found in annex B.
Supply teachers, peripatetic teachers and other temporary staff can move between schools. They
should ensure they minimise contact and maintain as much distance as possible from other staff.
Specialists, therapists, clinicians and other support staff for pupils with SEND should provide
interventions as usual. Schools should consider how to manage other visitors to the site, such as
contractors, and ensure that the risks associated with managing contractors, visitors, catering staff
and deliveries, as well as cleaning staff on site who may be working throughout the school and
across different groups, are addressed. This will require close cooperation between both schools and
the other relevant employers. Schools should have discussions with key contractors about the
school’s control measures and ways of working as part of planning for the autumn term. Schools
should ensure site guidance on physical distancing and hygiene is explained to visitors on or before
arrival. Where visits can happen outside of school hours, they should. A record should be kept of all
visitors.
As normal, schools should engage with their local immunisation providers to provide immunisation
programmes on site, ensuring these will be delivered in keeping with the school’s control measures.
These programmes are essential for children’s health and wellbeing and can also provide benefits for
staff.
Where a child routinely attends more than one setting on a part time basis, for example, because
they are dual registered at a mainstream school and an alternative provision setting or special
school, schools should work through the system of controls collaboratively, enabling them to address
any risks identified and allowing them to jointly deliver a broad and balanced curriculum for the child.
Equipment and resources are integral to education in schools. During the summer term, their use
was minimised, many were moved out of classrooms, and there was significant extra cleaning. That
position has now changed for the autumn term, because the prevalence of coronavirus (COVID-19)
has decreased and because they are so important for the delivery of education. For individual and
very frequently used equipment, such as pencils and pens, it is recommended that staff and pupils
have their own items that are not shared. Classroom based resources, such as books and games,
can be used and shared within the bubble; these should be cleaned regularly, along with all
frequently touched surfaces. Resources that are shared between classes or bubbles, such as sports,

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art and science equipment should be cleaned frequently and meticulously and always between
bubbles, or rotated to allow them to be left unused and out of reach for a period of 48 hours (72 hours
for plastics) between use by different bubbles.
Outdoor playground equipment should be more frequently cleaned. This would also apply to
resources used inside and outside by wraparound care providers. It is still recommended that pupils
limit the amount of equipment they bring into school each day, to essentials such as lunch boxes,
hats, coats, books, stationery and mobile phones. Bags are allowed. Pupils and teachers can take
books and other shared resources home, although unnecessary sharing should be avoided,
especially where this does not contribute to pupil education and development. Similar rules on hand
cleaning, cleaning of the resources and rotation should apply to these resources.
7. Where necessary, wear appropriate personal protective equipment (PPE)
The majority of staff in education settings will not require PPE beyond what they would normally need
for their work. PPE is only needed in a very small number of cases, including:
where an individual child or young person becomes ill with coronavirus (COVID-19) symptoms
while at schools, and only then if a distance of 2 metres cannot be maintained
where a child or young person already has routine intimate care needs that involve the use of
PPE, in which case the same PPE should continue to be used
Read the guidance on safe working in education, childcare and children’s social care
(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care) for
more information about preventing and controlling infection, including when, how PPE should be
used, what type of PPE to use, and how to source it.
Response to any infection
8. Engage with the NHS Test and Trace process
Schools must ensure they understand the NHS Test and Trace process and how to contact their local
Public Health England health protection team (https://www.gov.uk/guidance/contacts-phe-health-protection-
teams). Schools must ensure that staff members and parents/carers understand that they will need to
be ready and willing to:
book a test (https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) if they or their child are
displaying symptoms. Staff and pupils must not come into the school if they have symptoms and
must be sent home to self-isolate if they develop them in school. All children can be tested,
including children under 5, but children aged 11 and under will need to be helped by their
parents/carers if using a home testing kit
provide details of anyone they or their child have been in close contact with if they were to test
positive for coronavirus (COVID-19) or if asked by NHS Test and Trace
self-isolate (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance/stay-at-home-
guidance-for-households-with-possible-coronavirus-covid-19-infection) if they have been in close
contact with someone who tests positive for coronavirus (COVID-19), or if anyone in their
household develops symptoms of coronavirus (COVID-19)
Anyone who displays symptoms of coronavirus (COVID-19) can and should get a test. Tests can be
booked online through the NHS testing and tracing for coronavirus
(https://www.nhs.uk/conditions/coronavirus-covid-19/testing-for-coronavirus/) website, or ordered by

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telephone via NHS 119 for those without access to the internet. Essential workers, which includes
anyone involved in education or childcare, have priority access to testing.
The government will ensure that it is as easy as possible to get a test through a wide range of routes
that are locally accessible, fast and convenient. We will release more details on new testing avenues
as and when they become available and will work with schools so they understand the quickest and
easiest way to get a test. By the autumn term, all schools will be provided with a small number of
home testing kits that they can give directly to parents/carers collecting a child who has developed
symptoms at school, or staff who have developed symptoms at school, where they think providing
one will significantly increase the likelihood of them getting tested. Advice will be provided alongside
these kits.
Schools should ask parents and staff to inform them immediately of the results of a test and follow
this guidance.
1. If someone tests negative, if they feel well and no longer have symptoms similar to
coronavirus (COVID-19), they can stop self-isolating. They could still have another virus,
such as a cold or flu – in which case it is still best to avoid contact with other people until
they are better. Other members of their household can stop self-isolating.
2. If someone tests positive, they should follow the guidance for households with possible or
confirmed coronavirus (COVID-19) infection (https://www.gov.uk/government/publications/covid-
19-stay-at-home-guidance) and must continue to self-isolate for at least 10 days from the
onset of their symptoms and then return to school only if they do not have symptoms other
than cough or loss of sense of smell/taste. This is because a cough or anosmia can last for
several weeks once the infection has gone. The 10-day period starts from the day when
they first became ill. If they still have a high temperature, they should keep self-isolating
until their temperature returns to normal. Other members of their household should continue
self-isolating for the full 14 days.
9. Manage confirmed cases of coronavirus (COVID-19) amongst the school community
Schools must take swift action when they become aware that someone who has attended has tested
positive for coronavirus (COVID-19). Schools should contact the local health protection team. This
team will also contact schools directly if they become aware that someone who has tested positive
for coronavirus (COVID-19) attended the school – as identified by NHS Test and Trace.
The health protection team will carry out a rapid risk assessment to confirm who has been in close
contact with the person during the period that they were infectious, and ensure they are asked to self-
isolate.
The health protection team will work with schools in this situation to guide them through the actions
they need to take. Based on the advice from the health protection team, schools must send home
those people who have been in close contact with the person who has tested positive, advising them
to self-isolate for 14 days since they were last in close contact with that person when they were
infectious. Close contact means:
direct close contacts - face to face contact with an infected individual for any length of time,
within 1 metre, including being coughed on, a face to face conversation, or unprotected physical
contact (skin-to-skin)

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proximity contacts - extended close contact (within 1 to 2 metres for more than 15 minutes) with
an infected individual
travelling in a small vehicle, like a car, with an infected person
The health protection team will provide definitive advice on who must be sent home. To support them
in doing so, we recommend schools keep a record of pupils and staff in each group, and any close
contact that takes places between children and staff in different groups (see section 6 of the system
of control for more on grouping pupils). This should be a proportionate recording process. Schools do
not need to ask pupils to record everyone they have spent time with each day or ask staff to keep
definitive records in a way that is overly burdensome.
A template letter will be provided to schools, on the advice of the health protection team, to send to
parents and staff if needed. Schools must not share the names or details of people with coronavirus
(COVID-19) unless essential to protect others.
Household members of those contacts who are sent home do not need to self-isolate themselves
unless the child, young person or staff member who is self-isolating subsequently develops
symptoms. If someone in a class or group that has been asked to self-isolate develops symptoms
themselves within their 14-day isolation period they should follow guidance for households with
possible or confirmed coronavirus (COVID-19) infection
(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance). They should get a test, and:
if the test delivers a negative result, they must remain in isolation for the remainder of the 14-day
isolation period. This is because they could still develop the coronavirus (COVID-19) within the
remaining days.
if the test result is positive, they should inform their setting immediately, and should isolate for at
least 10 days from the onset of their symptoms (which could mean the self-isolation ends before
or after the original 14-day isolation period). Their household should self-isolate for at least 14
days from when the symptomatic person first had symptoms, following guidance for households
with possible or confirmed coronavirus (COVID-19) infection
(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance)
Schools should not request evidence of negative test results or other medical evidence before
admitting children or welcoming them back after a period of self-isolation.
In the majority of cases, schools and parents will be in agreement that a child with symptoms should
not attend school, given the potential risk to others. In the event that a parent or guardian insists on a
child attending school, schools can take the decision to refuse the child if in their reasonable
judgement it is necessary to protect their pupils and staff from possible infection with coronavirus
(COVID-19). Any such decision would need to be carefully considered in light of all the
circumstances and the current public health advice.
Further guidance is available on testing and tracing for coronavirus (COVID-19)
(https://www.nhs.uk/conditions/coronavirus-covid-19/testing-and-tracing/).
10. Contain any outbreak by following local health protection team advice
If schools have two or more confirmed cases within 14 days, or an overall rise in sickness absence
where coronavirus (COVID-19) is suspected, they may have an outbreak and must continue to work
with their local health protection team who will be able to advise if additional action is required.

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In some cases, health protection teams may recommend that a larger number of other pupils self-
isolate at home as a precautionary measure – perhaps the whole site or year group. If schools are
implementing controls from this list, addressing the risks they have identified and therefore reducing
transmission risks, whole school closure based on cases within the school will not generally be
necessary, and should not be considered except on the advice of health protection teams.
In consultation with the local Director of Public Health, where an outbreak in a school is confirmed, a
mobile testing unit may be dispatched to test others who may have been in contact with the person
who has tested positive. Testing will first focus on the person’s class, followed by their year group,
then the whole school if necessary, in line with routine public health outbreak control practice.
Alternative Provision
It is our intention that all pupils in alternative provision (AP) settings (including pupil referral units, AP
academies and AP free schools) will return to school full-time from the start of the autumn term. To
support this return, AP settings must comply with health and safety law which requires employers to
assess risks and put in place proportionate control measures. They should work through the system
of controls outlined above, adopting measures that help them meet each control to the fullest extent
possible, in a way that addresses the risk identified in their assessment, works for their setting, and
allows them to deliver a broad and balanced curriculum for pupils.
When working through the system of controls, APs should take steps to minimise social contact and
mixing as far as is practicable. All APs, especially larger AP schools, should consider whether pupils
can be placed into smaller groups and still receive a broad and balanced curriculum. Due to the
smaller size of many AP settings, and because APs are not typically organised by year groups, APs
may wish to adopt whole school bubbles as part of their system of control and in order to best meet
the needs of their students.
Section 2: School operations
This section covers guidance on matters related to transport, attendance, workforce, safeguarding,
catering and estates.
Transport
Social distancing has significantly reduced available transport capacity. This guidance sets out a new
framework for supporting transport to and from schools from the autumn term. Further guidance is
set out in the transport to school and other places of education: autumn term 2020
(https://www.gov.uk/government/publications/transport-to-school-and-other-places-of-education-autumn-term-
2020/transport-to-school-and-other-places-of-education-autumn-term-2020).
We are making a distinction between dedicated school transport and wider public transport:
by dedicated school transport, we mean services that are used only to carry pupils to school -
this includes statutory home to school transport, but may also include some existing or new
commercial travel routes, where they carry school pupils only
by public transport services, we mean routes which are also used by the general public
Dedicated school transport, including statutory provision
Pupils on dedicated school services do not mix with the general public on those journeys and pupil
groups will tend to be consistent under return to school measures. Therefore wider transmission risks
are likely to be lower.

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From the autumn term, local authorities will not be required to uniformly apply the social distancing
guidelines for public transport, on dedicated school or college transport. However, distancing should
still be put in place within vehicles wherever possible. This will help to both minimise disease
transmission risks and maintain consistent reinforcement of public health messaging to children and
staff, particularly at the point where they are leaving school and heading back into the community
each day.
The approach to dedicated transport should align wherever possible with the principles underpinning
the system of controls set out in this document and with the approach being adopted for your school.
It is important, wherever it is possible, that:
social distancing should be maximised within vehicles
children either sit with their ‘bubble’ on school transport, or with the same constant group of
children each day
children should clean their hands before boarding transport and again on disembarking
additional cleaning of vehicles is put in place
organised queuing and boarding is put in place
through ventilation of fresh air (from outside the vehicle) is maximised, particularly through
opening windows and ceiling vents
Children must not board home to school transport if they, or a member of their household, has
symptoms of coronavirus (COVID-19).
In accordance with advice from PHE, from the autumn term, we recommend that local authorities
advise children and young people aged 11 and over to wear a face covering when travelling on
dedicated transport. This does not apply to people who are exempt from wearing a face covering on
public transport. More information on this can be found at the safer travel guidance for passengers
(https://www.gov.uk/guidance/coronavirus-covid-19-safer-travel-guidance-for-passengers#exemptions-face-
coverings).
Until the start of the autumn term, children and young people have not been expected to wear face
coverings on dedicated transport, although they have been able to if they wish. We are adopting this
new position in light of all children returning to education full-time. As well as the fact that it will not
always be possible to apply the same social distancing measures as apply on public transport.
A face covering is a covering of any type which covers your nose and mouth. It is not the same as
the surgical masks or respirators used by healthcare and other workers as part of personal protective
equipment (PPE).
Further information on face coverings is set out in the transport to school and other places of
education: autumn term 2020 (https://www.gov.uk/government/publications/transport-to-school-and-other-
places-of-education-autumn-term-2020/transport-to-school-and-other-places-of-education-autumn-term-2020)
guidance.
Dedicated school services can take different forms. Some journeys involve coaches regularly picking
up the same pupils each day, others involve the use of a minibus whilst other services are used by
different pupils on different days, or by pupils with SEND. The precise approach taken will need to
reflect the range of measures that are reasonable in the different circumstances.
It will also require a partnership approach between local authorities, schools, trusts, dioceses and
others. In particular, it is imperative that schools work closely with local authorities that have statutory
responsibility for ‘home to school transport’ for many children, as well as a vital role in working with
local transport providers to ensure sufficient bus service provision.

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Given the pressures on public transport services, it may also be necessary to work with local
authorities so that they can identify where it might be necessary to provide additional dedicated
school transport services, including in places where these services do not currently operate. The
government has announced additional funding for local transport authorities for this purpose,
available at free school travel: funding allocations (https://www.gov.uk/government/publications/extended-
rights-to-free-school-travel--2).
Wider public transport
In many areas, pupils normally make extensive use of the wider public transport system, particularly
public buses. Public transport capacity will continue to be constrained in the autumn term. Its use by
pupils, particularly in peak times, should be kept to an absolute minimum.
To facilitate the return of all pupils to school, it will be necessary to take steps to both depress the
demand for public transport and to increase capacity within the system. Both will require action at a
national and local level. Schools have a critical role to play in supporting collaboration between all
parties - providers, local authorities, parents and pupils. Further information on managing capacity
and demand on public transport is set out in the transport to school and other places of education:
autumn term 2020 (https://www.gov.uk/government/publications/transport-to-school-and-other-places-of-
education-autumn-term-2020/transport-to-school-and-other-places-of-education-autumn-term-2020) guidance.
Schools should work with partners to consider staggered start times to enable more journeys to take
place outside of peak hours. We recognise that this option will be more feasible in some
circumstances than others.
Schools should encourage parents, staff and pupils to walk or cycle to school if at all possible.
Schools may want to consider using ‘walking buses’ (a supervised group of children being walked to,
or from, school) or working with their local authority to promote safe cycling routes. The government
has announced a £2 billion package to promote cycling and walking
(https://www.gov.uk/government/news/2-billion-package-to-create-new-era-for-cycling-and-walking), including
to support pop-up bicycle lanes and widened pavements. For some families, driving children to
school will also be an option.
However, these options will not be suitable for all. The Department for Transport is asking local
authorities to:
work with schools and parents to identify public transport routes that may be under particular
pressure and potential alternatives
consider a range of options for shifting demand for public transport onto other modes
consider using traffic demand management approaches in order to ensure that children are able
to attend school from the start of the autumn term
Travel patterns, the availability of vehicles, the length of journeys undertaken, and other local
pressures on public transport vary significantly. The government recognises the challenge but is
confident that if all available options are considered by all parties it will be possible to reduce demand
and ensure transport is available for those who need it most. Experience during the 2012 London
Olympics showed that it is possible to make a very real difference to travel patterns where there is a
concerted effort to do so and where the general public understand the imperative for doing so.
Families using public transport should refer to the safer travel guidance for passengers
(https://www.gov.uk/guidance/coronavirus-covid-19-safer-travel-guidance-for-passengers).
Attendance

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Attendance expectations
In March, when the coronavirus (COVID-19) pandemic was increasing, we made clear no parent
would be penalised or sanctioned for their child’s non-attendance at school.
Now the circumstances have changed, it is vital for all children to return to school to minimise, as far
as possible, the longer-term impact of the pandemic on children’s education, wellbeing and wider
development.
Missing out on more time in the classroom risks pupils falling further behind. Those with higher
overall absence tend to achieve less well in both primary and secondary school. School attendance
will therefore be mandatory again from the beginning of the autumn term. This means from that point,
the usual rules on school attendance will apply, including:
parents’ duty to secure that their child attends regularly at school where the child is a registered
pupil at school and they are of compulsory school age
schools’ responsibilities to record attendance and follow up absence
the availability to issue sanctions, including fixed penalty notices in line with local authorities’
codes of conduct
Pupils who are shielding or self-isolating
We now know much more about coronavirus (COVID-19) and so in future, there will be far fewer
children and young people advised to shield whenever community transmission rates are high.
Therefore, the majority of pupils will be able to return to school. You should note however that:
a small number of pupils will still be unable to attend in line with public health advice because
they are self-isolating and have had symptoms or a positive test result themselves, or because
they are a close contact of someone who has coronavirus (COVID-19)
shielding advice for all adults and children was paused on 1 August 2020 which means that
even the small number of pupils who will remain on the shielded patient list can also return to
school, as can those who have family members who were shielding - read the current advice on
shielding (https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-
vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-
from-covid-19)
if rates of the disease rise in local areas, children (or family members) from that area, and that
area only, may be advised to shield during the period where rates remain high and, therefore,
they may be temporarily unable to attend
pupils no longer required to shield but who generally remain under the care of a specialist health
professional are likely to discuss their care with their health professional at their next planned
clinical appointment - you can find more advice from the Royal College of Paediatrics and Child
Health at COVID-19 - ‘shielding’ guidance for children and young people
(https://www.rcpch.ac.uk/resources/covid-19-shielding-guidance-children-young-people#children-who-
should-be-advised-to-shield)
Specialists in paediatric medicine have reviewed the latest evidence on the level of risk posed to
children and young people from coronavirus (COVID-19). The latest evidence indicates that the risk
of serious illness for most children and young people is low. In the future, we expect fewer children
and young people will be included on the shielded patient list.

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Patients can only be removed from the shielding patient list by their GP or specialist, following
consultation with the child and their family, and other clinicians where appropriate. If a child or young
person is removed from the shielded patient list in due course, they will no longer be advised to
shield in the future if coronavirus (COVID-19) transmission increases. Discussion by a clinician with
those previously advised that they were a clinically vulnerable child or young person but can now be
removed from the shielded patient list, and with their families are ongoing. Since shielding advice has
paused nationally, except in a very few areas where the implementation of local restrictions is
ongoing, all previously affected children should be able to return to school except where individual
clinical advice not to do so has been provided.
Where a pupil is unable to attend school because they are complying with clinical or public health
advice, we expect schools to be able to immediately offer them access to remote education. Schools
should monitor engagement with this activity as set out in the action for all schools and local
authorities section.
Where children are not able to attend school as parents and carers are following clinical or public
health advice, for example, self-isolation or family isolation, the absence will not be penalised.
Pupils and families who are anxious about return to school
All other pupils must attend school. Schools should bear in mind the potential concerns of pupils,
parents and households who may be reluctant or anxious about returning and put the right support in
place to address this. This may include pupils who have themselves been shielding previously but
have been advised that this is no longer necessary, those living in households where someone is
clinically vulnerable, or those concerned about the comparatively increased risk from coronavirus
(COVID-19), including those from Black, Asian and Minority Ethnic (BAME) backgrounds or who
have certain conditions such as obesity and diabetes.
If parents of pupils with significant risk factors are concerned, we recommend schools discuss their
concerns and provide reassurance of the measures they are putting in place to reduce the risk in
school. Schools should be clear with parents that pupils of compulsory school age must be in school
unless a statutory reason applies (for example, the pupil has been granted a leave of absence, is
unable to attend because of sickness, is absent for a necessary religious observance).
Action for all schools and local authorities
There’s separate guidance on recording attendance at addendum: recording attendance in relation to
coronavirus (COVID-19) during the 2020 to 2021 academic year
(https://www.gov.uk/government/publications/school-attendance/addendum-recording-attendance-in-relation-to-
coronavirus-covid-19-during-the-2020-to-2021-academic-year).
We are asking schools to work with families to secure regular school attendance from the start of
term as this will be essential to help pupils catch up on missed education, make progress and
promote their wellbeing and wider development.
We are asking schools and local authorities to:
1. Communicate clear and consistent expectations around school attendance to families (and any
other professionals who work with the family where appropriate) throughout the summer ahead
of the new school year.
2. Identify pupils who are reluctant or anxious about returning or who are at risk of disengagement
and develop plans for re-engaging them. This should include disadvantaged and vulnerable
children and young people, especially those who were persistently absent prior to the pandemic
or who have not engaged with the school regularly during the pandemic.

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3. Use the additional catch-up funding schools will receive, as well as existing pastoral and support
services, attendance staff and resources and schools’ pupil premium funding to put measures in
place for those families who will need additional support to secure pupils’ regular attendance.
4. Work closely with other professionals as appropriate to support the return to school, including
continuing to notify the child’s social worker, if they have one, of non-attendance.
School workforce
We have worked closely with the Department of Health and Social Care (DHSC) and PHE to develop
this specific guidance for school settings. The PHE and DHSC endorsed system of controls outlined
in this document sets out the measures that school leaders and all school staff should follow when
planning for full return in September.
Where schools implement the system of controls outlined in this document, in line with their own
workplace risk assessment, PHE and DHSC confirm that these measures create an inherently safer
environment for children and staff where the risk of transmission of infection is substantially reduced.
As a result, on current evidence, PHE and DHSC advise that schools are not currently considered
high risk settings when compared to other workplace environments. Rates of community
transmission of coronavirus (COVID-19) are now reduced to levels below those seen when shielding
was introduced, and shielding measures will be paused from 1 August 2020, with the exception of
areas where local lockdown means that shielding will continue. It is therefore appropriate for teachers
and other school staff to return to their workplace setting.
Most school-based roles are not ideally suited to home working and schools may expect most staff to
return to work in settings. Some roles, such as some administrative roles, may be conducive to home
working, and school leaders should consider what is feasible and appropriate.
All staff should follow the measures set out in the system of controls section of this guidance to
minimise the risks of transmission. This includes continuing to observe good hand and respiratory
hygiene and maintaining social distancing in line with the provisions as set out in section 5 of the
‘prevention’ section.
School leaders should explain to staff the measures the school is putting in place to reduce risks. We
anticipate adherence to the measures in this guidance will provide the necessary reassurance for
staff to return to schools.
If staff are concerned, including those who may be clinically vulnerable, clinically extremely
vulnerable or at increased comparative risk from coronavirus, we recommend school leaders discuss
any concerns individuals may have around their particular circumstances and reassure staff about
the protective measures in place.
Staff who are clinically extremely vulnerable
Rates of community transmission of coronavirus (COVID-19) are now reduced to levels below those
seen when shielding was introduced. Shielding measures were paused from the 1 August 2020, with
the exception of areas where local lockdown means that shielding will continue. Therefore, we advise
that those who are clinically extremely vulnerable can return to school in the autumn term provided
their school has implemented the system of controls outlined in this document, in line with the
school’s own workplace risk assessment. In all respects, the clinically extremely vulnerable should
now follow the same guidance as the clinically vulnerable population, taking particular care to
practise frequent, thorough hand washing, and cleaning of frequently touched areas in their home or
workspace.

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Staff who are clinically vulnerable
Clinically vulnerable staff can return to school in the autumn term. While in school they should follow
the sector-specific measures in this document to minimise the risks of transmission.
This includes taking particular care to observe good hand and respiratory hygiene, minimising
contact and maintaining social distancing in line with the provisions set out in section 6 of the
‘prevention’ section of this guidance. This provides that ideally, adults should maintain 2 metre
distance from others, and where this is not possible avoid close face to face contact and minimise
time spent within 1 metre of others. While the risk of transmission between young children and adults
is likely to be low, adults should continue to take care to socially distance from other adults including
older children/adolescents.
People who live with those who are clinically extremely vulnerable or clinically vulnerable can attend
the workplace.
Staff who are pregnant
Pregnant women are in the ‘clinically vulnerable’ category and are generally advised to follow the
above advice, which applies to all staff in schools. Employers should conduct a risk assessment for
pregnant women in line with the Management of Health and Safety at Work Regulations 1999
(MHSW).
The Royal College of Obstetrics and Gynaecology (RCOG) has published occupational health advice
for employers and pregnant women (https://www.rcog.org.uk/en/guidelines-research-
services/guidelines/coronavirus-pregnancy/). This document includes advice for women from 28 weeks
gestation or with underlying health conditions who may be at greater risk. We advise employers and
pregnant women to follow this advice and to continue to monitor for future updates to it.
Staff who may otherwise be at increased risk from coronavirus (COVID-19)
Some people with particular characteristics may be at comparatively increased risk from coronavirus
(COVID-19), as set out in the COVID-19: review of disparities in risks and outcomes report
(https://www.gov.uk/government/publications/covid-19-review-of-disparities-in-risks-and-outcomes), which
looked at different factors including age and sex, where people live, deprivation, ethnicity, people’s
occupation and care home residence. These staff can return to school in the autumn term as long as
the system of controls set out in this guidance are in place. The reasons for the disparities are
complex and there is ongoing research to understand and translate these findings for individuals in
the future.
People who live with those who have comparatively increased risk from coronavirus (COVID-19) can
attend the workplace.
Employer health and safety and equalities duties
Schools have a legal obligation to protect their employees, and others, including children, from harm
and should continue to assess health and safety risks and consider how to meet equalities duties in
the usual way. Following the steps in this guidance will mitigate the risks of coronavirus (COVID-19)
to children and staff and help schools to meet their legal duties to protect employees and others from
harm.
The Health and Safety Executive published guidance on first aid
(https://www.hse.gov.uk/coronavirus/first-aid-and-medicals/first-aid-certificate-coronavirus.htm) during
coronavirus (COVID-19) which will support local risk assessments and provides guidance for first

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aiders. It is clear that treating any casualty properly should be the first concern. Where it is necessary
for first aid provision to be administered in close proximity, those administering it should pay
particular attention to sanitation measures immediately afterwards including washing hands.
Supporting staff
Governing boards and school leaders should have regard to staff (including the headteacher) work-
life balance and wellbeing. Schools should ensure they have explained to all staff the measures they
are proposing putting in place and involve all staff in that process.
All employers have a duty of care to their employees, and this extends to their mental health. Schools
already have mechanisms to support staff wellbeing and these will be particularly important, as some
staff may be particularly anxious about returning to school. DfE is providing additional support for
both pupil and staff wellbeing in the current situation. Information about the extra mental health
support for pupils and teachers (https://www.gov.uk/government/news/extra-mental-health-support-for-pupils-
and-teachers) is available.
The Education Support Partnership (http://www.educationsupport.org.uk/) provides a free helpline for
school staff and targeted support for mental health and wellbeing.
Staff deployment
Schools may need to alter the way in which they deploy their staff, and use existing staff more
flexibly, to welcome back all pupils at the start of the autumn term. Managers should discuss and
agree any changes to staff roles with individuals.
It is important that planning builds in the need to avoid increases in unnecessary and unmanageable
workload burdens. This could include a review of existing practices in this respect and schools may
wish to draw on DfE’s workload reduction toolkit (https://www.gov.uk/guidance/school-workload-reduction-
toolkit).
DfE has also published a range of resources, including case studies to support remote education
(https://www.gov.uk/government/collections/case-studies-remote-education-practice-for-schools-during-
coronavirus-covid-19) and help address staff workload, this includes case studies on managing
wellbeing.
If having pursued all the immediate options available, you still have concerns about your staffing
capacity talk to your local authority or trust.
Deploying support staff and accommodating visiting specialists
Schools should ensure that appropriate support is made available for pupils with SEND, for example
by deploying teaching assistants and enabling specialist staff from both within and outside the school
to work with pupils in different classes or year groups.
Where support staff capacity is available, schools may consider using this to support catch-up
provision or targeted interventions. Teaching assistants may also be deployed to lead groups or
cover lessons, under the direction and supervision of a qualified, or nominated, teacher (under the
Education (Specified Work) (England) Regulations 2012 for maintained schools and non-maintained
special schools and in accordance with the freedoms provided under the funding agreement for
academies). Any redeployments should not be at the expense of supporting pupils with SEND.
Headteachers should be satisfied that the person has the appropriate skills, expertise and experience
to carry out the work, and discuss and agree any proposed changes in role or responsibility with the

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member of staff. This includes ensuring that safe ratios are met and specific training undertaken, for
any interventions or care for pupils with complex needs where specific training or specific ratios are
required.
The Education Endowment Foundation (EEF) has published guidance on making the best use of
teaching assistants (https://educationendowmentfoundation.org.uk/tools/guidance-reports/making-best-use-of-
teaching-assistants/) to help primary and secondary schools.
When deploying support staff flexibly it is important that headteachers consider regulated activity and
ensure only those who have the appropriate checks are allowed to engage in regulated activity. Full
guidance is provided in part 3 of keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2).
Recruitment
Recruitment should continue as usual. The government’s Teaching Vacancies (https://teaching-
vacancies.service.gov.uk/) service can help schools to list vacancies for both permanent and fixed-term
teaching staff quickly. The free national service for searching and listing teaching roles will be
directing newly qualified teachers (NQTs) and job seeking teachers to this service.
We recommend that schools continue to recruit remotely over the summer period. Interviewing
remotely may be a new experience for many schools. The DfE teaching blog provides some
information on the experience of implementing interviews remotely
(https://teaching.blog.gov.uk/2020/05/29/recruiting-during-lockdown-how-we-did-it/). There is also advice that
can be sent to candidates on how to prepare for remote interviews
(https://teaching.blog.gov.uk/2020/06/12/attending-your-first-remote-interview/).
When recruiting, schools must continue to adhere to the legal requirements regarding pre-
appointment checks. We refer schools to part 3 of the statutory guidance keeping children safe in
education (https://www.gov.uk/government/publications/keeping-children-safe-in-education--2). Initial teacher
training (ITT) providers have worked flexibly to ensure this year’s NQTs are ready and prepared to
enter the classroom. They will also be supported by materials DfE is making available to all schools
based on the early career framework reforms (https://www.gov.uk/government/collections/early-career-
framework-reforms), to support them as they start their teaching career. Schools in the early roll-out
regions (Bradford, Doncaster, Greater Manchester and the North East) will be able to benefit from the
full support package being offered to some 2,000 NQTs from the autumn. In addition, around 3,000
NQTs will be offered a one-year version of the structured support package.
Supply teachers and other temporary or peripatetic teachers
Schools can continue to engage supply teachers and other supply staff during this period. We
recommend that schools consider using DfE’s and Crown Commercial Service’s agency supply deal
(https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers) when hiring
agency workers, as this offers a list of preferred suppliers that must be transparent about the rates
they charge.
Schools can get direct support from Crown Commercial Services on how to use the agency supply
deal by emailing supplyteachers@crowncommercial.gov.uk with the school’s details and contact
details.
Supply staff and other temporary workers can move between schools, but school leaders will want to
consider how to minimise the number of visitors to the school where possible. Where it is necessary
to use supply staff and to welcome visitors to the school such as peripatetic teachers, those
individuals will be expected to comply with the school’s arrangements for managing and minimising
risk, including taking particular care to maintain distance from other staff and pupils. To minimise the

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numbers of temporary staff entering the school premises, and secure best value, schools may wish
to use longer assignments with supply teachers and agree a minimum number of hours across the
academic year. This advice for supply teachers also applies to other temporary staff working in
schools such as support staff working on a supply basis, peripatetic teachers such as sports
coaches, and those engaged to deliver before and after school clubs.
Expectation and deployment of ITT trainees
We strongly encourage schools to consider hosting ITT trainees. Demand for teacher training is high
this year and, while it is understandable that schools will have prioritised other activity, there is a risk
that insufficient training places will be available. ITT trainees have the potential to play a significant
role in supporting schools. Schools should consider how they could host ITT trainees, and discuss
with relevant ITT providers how this can be done flexibly and innovatively to help meet both school
and trainee needs. Deployment decisions will need to take into account the skills and capacity of the
trainees in question.
Trainees could:
take responsibility, with the usual mentor oversight, for small groups of pupils across or within
years, adapting resources for such groups, creating online learning materials, re-planning
sequences of lessons or delivering catch-up lessons
be engaged in wider professional activity, for instance tackling pupil, family and school needs by
learning about, identifying and addressing challenges such as vulnerability, mental health
problems or safeguarding issues
develop or engage in working groups to share best practice around resilience, commitment and
team-working
work in pairs or groups to co-plan, co-teach and co-assess lessons with their mentors or other
trainees. Paired and group placements, where these are possible, benefit trainees, mentors and
teaching staff, promoting a greater sense of team collaboration, ongoing professional learning
and reductions in workload
This is not intended to be exhaustive and ITT partnerships will need to ensure they have identified
and comply with all legislation (https://www.legislation.gov.uk/uksi/2012/762/schedule/paragraph/6/made)
and guidance relevant to ITT.
Performance management and appraisal
Maintained schools must continue to adhere to the School Teachers’ Pay and Conditions Document
(STPCD), which includes the requirement to ensure that all pay progression for teachers is linked to
performance management. We would expect schools to use their discretion and take pragmatic steps
to adapt performance management and appraisal arrangements to take account of the current
circumstances. Schools must ensure that teachers are not penalised during the appraisal process or
in respect of any subsequent pay progression decisions as a result of the decision to restrict pupil
attendance at schools, such as where this has had an impact on the ability of the teacher to meet
fully their objectives.
Appraisals and performance management for support staff should be carried out in accordance with
the employee’s contract of employment. DfE does not specify pay or terms and conditions of
employment for support staff.
Staff taking leave

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We recognise that school staff have been working extremely hard throughout the coronavirus
(COVID-19) outbreak and will be working hard to prepare for all pupils to return from the start of the
autumn term. Many staff will want to take a holiday over the summer period, which may involve
travelling abroad. The government has set a requirement for people returning from some countries to
quarantine for 14 days on their return. The latest guidance on quarantine can be accessed at
coronavirus (COVID-19): how to self-isolate when you travel to the UK
(https://www.gov.uk/government/publications/coronavirus-covid-19-how-to-self-isolate-when-you-travel-to-the-
uk/coronavirus-covid-19-how-to-self-isolate-when-you-travel-to-the-uk).
As would usually be the case, staff will need to be available to work in school from the start of the
autumn term. We recommend that school leaders discuss leave arrangements with staff before the
end of the summer term to inform planning for the autumn term.
There is a risk that where staff travel abroad, their return travel arrangements could be disrupted due
to factors arising beyond their control in relation to coronavirus (COVID-19), such as the potential for
reinstatement of lockdown measures in the place they are visiting.
Where it is not possible to avoid a member of staff having to quarantine during term time, school
leaders should consider if it is possible to temporarily amend working arrangements to enable them
to work from home.
Other support
Volunteers may be used to support the work of the school, as would usually be the case. It is
important that they are properly supported and given appropriate roles. Where schools are using
volunteers, they should continue to follow the checking and risk assessment process as set out in the
volunteer section in part 3 of keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2). Under no circumstances
should a volunteer who has not been checked be left unsupervised or allowed to work in regulated
activity. Mixing of volunteers across groups should be kept to a minimum, and they should remain 2
metres from pupils and staff where possible.
Safeguarding
Schools should consider revising their child protection policy (led by their Designated Safeguarding
Lead) to reflect the return of more pupils. Schools must have regard to the statutory safeguarding
guidance, keeping children safe in education (https://www.gov.uk/government/publications/keeping-
children-safe-in-education--2).
Designated safeguarding leads (and deputies) should be provided with more time, especially in the
first few weeks of term, to help them provide support to staff and children regarding any new
safeguarding and welfare concerns and the handling of referrals to children’s social care and other
agencies where these are appropriate, and agencies and services should prepare to work together to
actively look for signs of harm.
Communication with school nurses is important for safeguarding and supporting wellbeing, as they
have continued virtual support to pupils who have not been in school.
Catering
We expect that kitchens will be fully open from the start of the autumn term and normal legal
requirements will apply about the provision of food to all pupils who want it, including for those
eligible for benefits-related free school meals or universal infant free school meals.

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School kitchens can continue to operate but must comply with the guidance for food businesses on
coronavirus (COVID-19) (https://www.gov.uk/government/publications/covid-19-guidance-for-food-
businesses/guidance-for-food-businesses-on-coronavirus-covid-19).
Estates
Schools should look to maximise the use of their site and any associated available space, such as
rooms in an associated place of worship for schools with a religious character, if feasible. We do not,
however, consider it necessary for schools to make significant adaptations to their site to enable
them to welcome all children back to school. We also do not think schools will need to deliver any of
their education on other sites (such as community centres and village halls) because class sizes can
return to normal and spaces used by more than one class or group can be cleaned between use.
Following a risk assessment, some schools may determine that small adaptations to their site are
required, such as additional wash basins. This will be at the discretion of individual schools, based on
their particular circumstances.
It is important that, prior to reopening for the autumn term, all the usual pre-term building checks are
undertaken to make the school safe. If buildings have been closed or had reduced occupancy during
the coronavirus (COVID-19) outbreak, water system stagnation can occur due to lack of use,
increasing the risks of Legionnaires’ disease. Advice on this can be found in the guidance on
legionella risks during the coronavirus outbreak (https://www.hse.gov.uk/coronavirus/legionella-risks-during-
coronavirus-outbreak.htm).
Additional advice on safely reoccupying buildings can be found in the Chartered Institute of Building
Services Engineers’ guidance on emerging from lockdown (https://www.cibse.org/coronavirus-covid-
19/emerging-from-lockdown).
Once the school is in operation, it is important to ensure good ventilation and maximising this
wherever possible, for example, opening windows and propping open doors, as long as they are not
fire doors, where safe to do so (bearing in mind safeguarding in particular). Advice on this can be
found in Health and Safety Executive guidance on air conditioning and ventilation during the
coronavirus outbreak (https://www.hse.gov.uk/coronavirus/equipment-and-machinery/air-conditioning-and-
ventilation.htm).
Educational visits
We continue to advise against domestic (UK) overnight and overseas educational visits. This advice
remains under review.
In the autumn term, schools can resume non-overnight domestic educational visits. These trips
should include any trips for pupils with SEND connected with their preparation for adulthood (for
example, workplace visits or travel training). This should be done in line with protective measures,
such as keeping children within their consistent group, and the COVID-secure measures in place at
the destination. Schools should also make use of outdoor spaces in the local area to support the
delivery of the curriculum. As normal, schools should undertake full and thorough risk assessments in
relation to all educational visits to ensure they can be done safely. As part of this risk assessment,
schools will need to consider what control measures need to be used and ensure they are aware of
wider advice on visiting indoor and outdoor venues. Schools should consult the health and safety
guidance on educational visits (https://www.gov.uk/government/publications/health-and-safety-on-
educational-visits/health-and-safety-on-educational-visits) when considering visits.
The Association of British Insurers (ABI) has produced information on travel insurance implications
(https://www.abi.org.uk/products-and-issues/topics-and-issues/coronavirus-qa/) following the coronavirus
(COVID-19) outbreak. If you have any further questions about your cover or would like further
reassurance, you should contact your travel insurance provider.

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School uniform
It is for the governing body of a school (or the academy trust, in the case of academies) to make
decisions regarding school uniform. Some schools may have relaxed their uniform policy while only
certain categories of pupils were attending. We would, however, encourage all schools to return to
their usual uniform policies in the autumn term. Uniform can play a valuable role in contributing to the
ethos of a school and setting an appropriate tone.
Uniforms do not need to be cleaned any more often than usual, nor do they need to be cleaned using
methods which are different from normal.
Schools should consider how pupil non-compliance is managed, taking a mindful and considerate
approach in relation to parents who may be experiencing financial pressures.
Wraparound provision and extra-curricular activity
Schools should work to resume any breakfast and after-school provision, where possible, from the
start of the autumn term. Schools should also work closely with any external wraparound providers
which their pupils may use, to ensure as far as possible, children can be kept in a group with other
children from the same bubble they are in during the school day.
If it is not possible or practical to maintain the same bubbles being used during the school day (for
example, if the number of bubbles in place during the school day prove impractical to adopt within the
wraparound provision) then providers should maintain small, consistent groups. We recognise that
schools may need to respond flexibly and build this provision up over time. Such provision will help
ensure pupils have opportunities to re-engage with their peers and with the school, ensure vulnerable
children have a healthy breakfast and are ready to focus on their lessons, provide enrichment
activities, and also support working parents.
Schools can consult the guidance produced for providers who run community activities, holiday
clubs, after-school clubs, tuition and other out-of-school provision for children
(https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-
out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-
school-settings-during-the-coronavirus-covid-19-outbreak), as much of this will be useful in planning extra-
curricular provision. This includes schools advising parents to limit the number of different out-of-
school settings providers they access, as far as possible. Where parents use childcare providers or
out of school extra-curricular activities for their children, schools should encourage parents and
carers to seek assurance that the providers are carefully considering their own protective measures,
and children should only attend settings that can demonstrate this. DfE has also issued guidance for
parents and carers (https://www.gov.uk/government/publications/guidance-for-parents-and-carers-of-children-
attending-out-of-school-settings-during-the-coronavirus-covid-19-outbreak/guidance-for-parents-and-carers-of-
children-attending-out-of-school-settings-during-the-coronavirus-covid-19-outbreak), which schools may want
to circulate.
Where schools are satisfied that it would be safe to do so, they may choose to open up or hire out
their premises for use by external bodies or organisations, such as external coaches or after-school
or holiday clubs or activities. In doing so, schools should ensure they are considering carefully how
such arrangements can operate within their wider protective measures and should also have regard
to any other relevant government guidance. For example, where opening up school leisure facilities
for external use, ensuring they do so in line with government guidance on working safely during
coronavirus (COVID-19) for providers of grassroots sport and gym or leisure facilities
(https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/providers-of-grassroots-sport-and-
gym-leisure-facilities).

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Section 3: Curriculum, behaviour and pastoral support
This section covers curriculum, behaviour and pastoral support.
Curriculum expectations
This section sets out some key principles and expectations for curriculum planning in school based
nursery, mainstream and special schools, and alternative provision (AP), so that all pupils –
particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to
make substantial progress by the end of the academic year.
The key principles that underpin our advice on curriculum planning are as follows.
Education is not optional
All pupils receive a high-quality education that promotes their development and prepares them for the
opportunities, responsibilities and experiences of later life.
The curriculum remains broad and ambitious
All pupils continue to be taught a wide range of subjects, maintaining their choices for further study
and employment.
Remote education
Where needed, this is high-quality, safe and aligns as closely as possible with in-school provision:
schools and other settings continue to build their capability to educate pupils remotely, where this is
needed.
Informed by these principles, DfE asks that schools and other settings meet the following key
expectations if considering revisions to their school curriculum for academic year 2020 to 2021.
1. Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but
make use of existing flexibilities to create time to cover the most important missed content. Up to
and including key stage 3, prioritisation within subjects of the most important components for
progression is likely to be more effective than removing subjects, which pupils may struggle to
pick up again later. In particular, schools may consider how all subjects can contribute to the
filling of gaps in core knowledge, for example through an emphasis on reading.
2. Aim to return to the school’s normal curriculum in all subjects by summer term 2021. Substantial
modification to the curriculum may be needed at the start of the year, so teaching time should be
prioritised to address significant gaps in pupils’ knowledge with the aim of returning to the
school’s normal curriculum content by no later than summer term 2021.
3. Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by
an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills,
in particular making effective use of regular formative assessment (for example, quizzes,
observing pupils in class, talking to pupils to assess understanding, scrutiny of pupils’ work)
while avoiding the introduction of unnecessary tracking systems.
4. Develop remote education so that it is integrated into school curriculum planning. Remote
education may need to be an essential component in the delivery of the school curriculum for
some pupils, alongside classroom teaching, or in the case of a local lockdown.
All schools are therefore expected to plan to ensure any pupils educated at home for some of the
time are given the support they need to master the curriculum and so make good progress.

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Schools may consider it appropriate to suspend some subjects for some pupils in exceptional
circumstances. Schools should be able to show that this is in the best the interests of these pupils
and this should be subject to discussion with parents during the autumn term. They should also have
a coherent plan for returning to their normal curriculum for all pupils by the summer term 2021.
Relationships and health education (RHE) for primary aged pupils and relationships, sex and health
education (RSHE) for secondary aged pupils becomes compulsory from September 2020, and
schools are expected to start teaching by at least the start of the summer term 2021.
Specific points for early years foundation stage (EYFS) to key stage 3
For children in nursery settings, teachers should focus on the prime areas of learning, including:
communication and language, personal, social and emotional development (PSED) and physical
development. For pupils in Reception, teachers should also assess and address gaps in language,
early reading and mathematics, particularly ensuring children’s acquisition of phonic knowledge and
extending their vocabulary. Settings should follow updates to the EYFS disapplication guidance
(https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-
stage-coronavirus-disapplications). For nursery settings and Reception, consider how all groups of
children can be given equal opportunities for outdoor learning.
For pupils in key stages 1 and 2, school leaders are expected to prioritise identifying gaps and re-
establish good progress in the essentials (phonics and reading, increasing vocabulary, writing and
mathematics), identifying opportunities across the curriculum so they read widely, and developing
their knowledge and vocabulary. The curriculum should remain broad, so that the majority of pupils
are taught a full range of subjects over the year, including sciences, humanities, the arts, physical
education/sport, religious education and relationships and health education.
For pupils in key stage 3, the curriculum should also remain broad from year 7 to year 9 so that the
majority of pupils are taught a full range of subjects over the year, including sciences, languages,
humanities, the arts, physical education/sport, religious education and relationships, sex and health
education. For pupils in year 7, it may be necessary to address gaps in English and maths by
teaching essential knowledge and skills from the key stage 2 curriculum.
Specific points for key stages 4 and 5
As with earlier key stages, it is likely that pupils in key stage 4 and 5 will need extra support to catch
up on any content they have missed, but the school curriculum may be less flexible given the
requirements of qualification specifications.
To ensure exams and assessments next summer are as fair as possible, and take into account any
public health requirements and the wellbeing of students, Ofqual has consulted on proposed
adaptations to exams. Their decision is available at proposed changes to the assessment of GCSEs,
AS and A levels in 2021  (https://www.gov.uk/government/consultations/proposed-changes-to-the-
assessment-of-gcses-as-and-a-levels-in-2021).
The majority of pupils in year 10 and 11 are expected to continue to study their examination subjects.
This will support them towards their preferred route to further study.
In exceptional circumstances, it may be in the best interests of a year 11 pupil to discontinue an
examined subject because the school judges that, for example, they would achieve significantly
better in their remaining subjects as a result, especially in GCSE English and mathematics.
School leaders are expected to make such decisions in discussion with pupils and parents and
informed by ongoing assessment of a pupil’s progress and wellbeing, using the existing discretion
that schools already apply on these matters.

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Schools are expected to review any plans for early entry among year 10 pupils in summer 2021. It
may be in the best interests of the pupil to take their exams and assessments the following year
when they are in year 11, if the curriculum can be adjusted to provide further teaching and study time
in the summer term and academic year 2021 to 2022.
Pupils in years 12 and 13 are more likely to undertake self-directed study, but may still need
additional support. Compared to key stage 4, there is less scope to drop an examined subject as
fewer qualifications are studied at this key stage. Discontinuing a subject is therefore likely to
significantly limit choices for further study and employment, so is expected to be rare.
Music, dance and drama in school
All pupils should have access to a quality arts education. Music, dance and drama build confidence
and help children live happier, more enriched lives, and discover the joy of expressing themselves.
There may, however, be an additional risk of infection in environments where singing, chanting,
playing wind or brass instruments, dance and drama takes place.
Additional mitigations, such as extended social distancing, were previously required for singing, and
playing of wind and brass instruments given concerns that these were potentially higher risk
activities. Department for Culture, Media and Sport (DCMS) has commissioned further scientific
studies to be carried out to develop the scientific evidence on these activities, which has allowed the
government to reconsider appropriate mitigations and further research is continuing.
Singing, wind and brass instrument playing can be undertaken in line with this and other guidance, in
particular guidance provided by the DCMS for professionals and non-professionals, available at
working safely during coronavirus (COVID-19): performing arts (https://www.gov.uk/guidance/working-
safely-during-coronavirus-covid-19/performing-arts). However, these studies have also indicated that it is
the cumulative aerosol transmission from both those performing in and attending events is likely to
create risk. DCMS is continuing to develop a more detailed understanding of how to mitigate this
potential aggregate risk, but in that context, organisations should follow the guidance set out below.
Schools that offer specialist, elite provision in music, dance and drama may also wish to consider this
guidance alongside the DCMS guidance on the performing arts.
Minimising contact between individuals
You must do everything possible to minimise contacts and mixing. Your overarching objective should
be to reduce the number of contacts between pupils/students and staff. This can be achieved through
keeping groups separate (in bubbles) and through maintaining the social distance between
individuals. These are not alternative options. Both measures will help, but the balance between
them will change depending on the age of pupils, the layout of the building, and the feasibility of
keeping groups separate from each other while offering a broad curriculum. If staff need to move
between classes and year groups, they should try and keep their distance from pupils and other staff
as much as they can, ideally 2 metres from other adults.
You should take particular care in music, dance and drama lessons to observe social distancing
where possible. This may limit group activity in these subjects in terms of numbers in each group. It
will also prevent physical correction by teachers and contact between pupils in dance and drama.
Additionally, you should keep any background or accompanying music to levels which do not
encourage teachers or other performers to raise their voices unduly. If possible, use microphones to
reduce the need for shouting or prolonged periods of loud speaking or singing. If possible, do not
share microphones. If they are shared, follow the guidance on handling equipment.
Performances

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If planning an indoor or outdoor face-to-face performance in front of a live audience, schools should
follow the latest advice in the DCMS performing arts (https://www.gov.uk/guidance/working-safely-during-
coronavirus-covid-19/performing-arts) guidance, implementing events in the lowest risk order as
described. If planning an outdoor performance they should also give particular consideration to the
guidance on delivering outdoor events (https://www.eventsindustryforum.co.uk/index.php/11-features/14-
keeping-workers-and-audiences-safe-during-covid-19).
Peripatetic teachers
Schools can continue to engage peripatetic teachers during this period, including staff from music
education hubs.
Peripatetic teachers can move between schools, for instance, but you should consider how to
minimise the number of visitors where possible. They will be expected to comply with arrangements
for managing and minimising risk, including taking particular care to maintain distance from other
staff and pupils. To minimise the numbers of temporary staff entering the premises, and secure best
value, you could consider using longer assignments with peripatetic teachers and agree a minimum
number of hours across the academic year.
If a teacher is operating on a peripatetic basis, and operating across multiple groups or individuals, it
is important that they do not attend a lesson if they are unwell or are having any symptoms
associated with coronavirus (COVID-19) such as fever, a new and sustained cough, loss of sense of
taste or smell. In addition, they should:
1. Maintain distancing requirements with each group they teach, where appropriate.
2. Avoid situations where distancing requirements are broken; for an example demonstrating
partnering work in dancing.
3. Make efforts to reduce the number of groups taught and locations worked in, to reduce the
number of contacts made.
Further information on the music education hubs, including contact details for local hubs, can be
found at music education hub (https://www.artscouncil.org.uk/music-education/music-education-
hubs#section-1), published by the Arts Council England.
Music teaching in schools and colleges, including singing, and playing wind and
brass instruments in groups
When planning music provision for the next academic year, schools should consider additional
specific safety measures. Although singing and playing wind and brass instruments do not currently
appear to represent a significantly higher risk than routine speaking and breathing at the same
volume, there is now some evidence that additional risk can build from aerosol transmission with
volume and with the combined numbers of individuals within a confined space. This is particularly
evident for singing and shouting, but with appropriate safety mitigation and consideration, singing,
wind and brass teaching can still take place. Measures to take follow in the next sections.
Playing outdoors
Playing instruments and singing in groups should take place outdoors wherever possible. If indoors,
consider limiting the numbers in relation to the space.
Playing indoors

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If indoors, use a room with as much space as possible, for example, larger rooms; rooms with high
ceilings are expected to enable dilution of aerosol transmission. If playing indoors, limiting the
numbers to account for ventilation of the space and the ability to social distance. It is important to
ensure good ventilation. Advice on this can be found in Health and Safety Executive guidance on air
conditioning and ventilation during the coronavirus outbreak
(https://www.hse.gov.uk/coronavirus/equipment-and-machinery/air-conditioning-and-ventilation.htm).
Singing, wind and brass playing
Singing, wind and brass playing should not take place in larger groups such as choirs and
ensembles, or assemblies unless significant space, natural airflow (at least 10l/s/person for all
present, including audiences) and strict social distancing and mitigation as described below can be
maintained.
Social distancing
In the smaller groups where these activities can take place, schools should observe strict social
distancing between each singer and player, and between singers and players, and any other people
such as conductors, other musicians, or accompanists. Current guidance is that if the activity is face-
to-face and without mitigating actions, 2 metres is appropriate.
Seating positions
Pupils should be positioned back-to-back or side-to-side when playing or singing (rather than face-to-
face) whenever possible. Position wind and brass players so that the air from their instrument does
not blow into another player.
Microphones
Use microphones where possible or encourage singing quietly.
By considering and adopting these cumulative risk mitigation measures, the overall risk will be
reduced.
Handling equipment and instruments
Measures to take when handling equipment, including instruments, include the following.
Handwashing
Requiring increased handwashing before and after handling equipment, especially if being used by
more than one person.
Avoiding sharing instruments
Avoid and equipment wherever possible. Place name labels on equipment to help identify the
designated user, for example, percussionists’ own sticks and mallets.
If instruments and equipment have to be shared, disinfect regularly (including any packing cases,
handles, props, chairs, microphones and music stands) and always between users, following
government guidance on cleaning and handling equipment available at hygiene: handwashing,
sanitation facilities and toilets (https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-
19/factories-plants-and-warehouses#factories-5-5).

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Instruments should be cleaned by the pupils playing them, where possible.
Handling scores, parts and scripts
Limit handling of music scores, parts and scripts to the individual using them.
Suppliers
Consider limiting the number of suppliers when hiring instruments and equipment. Schools should
agree whose responsibility cleaning hired instruments is with the suppliers. Clean hire equipment,
tools or other equipment on arrival and before first use. Equipment and instruments should be stored
in a clean location if you take delivery of them before they are needed, and they should be cleaned
before first use and before returning the instrument.
Pick up and drop off points
Pick up and drop off collection points should be created where possible, rather than passing
equipment such as props, scripts, scores and microphones hand-to-hand.
Individual lessons and performance in groups
Individual lessons in music, dance and drama can resume in schools, FE colleges and organisations
providing out of school childcare. This may mean teachers interacting with pupils from multiple
groups, so you will need to take particular care, in line with the measures set out above on peripatetic
teachers.
If there is no viable alternative, music lessons in private homes can resume, following the same
guidelines, and additionally following the government guidance for working in homes, and the
guidance for out-of-school provision.
In individual lessons for music, dance and drama, social distancing should be maintained wherever
possible, meaning teachers should not provide physical correction.
Specific safety measures for individual music lessons are set out in the following sections.
Social distancing
Measures should include specific social distancing between pupil and teacher (current guidance is
that if the activity is face-to-face and without mitigations, 2 metres is appropriate), accounting for
ventilation of the space being used. Pupil and teacher should be positioned side by side if possible.
Avoid sharing instruments
Avoid sharing instruments and equipment wherever possible and place name labels on equipment to
help identify the designated user, for example, percussionists’ own sticks and mallets
If instruments and equipment have to be shared, they should be regularly disinfected (including any
packing cases, handles, props, chairs, microphones and music stands) and always between users,
following government guidance on cleaning and handling equipment
(https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/performing-arts). Instruments should
be cleaned by the individuals playing them, where possible
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Limit the handling of music scores, parts and scripts to the person using them.
If there is no viable alternative, music lessons in private homes can resume, following the same
guidelines, and additionally following the government guidance for working in homes
(https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes), and the guidance for out-
of-school provision (https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-
school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-
measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak).
Physical activity in schools
Schools have the flexibility to decide how physical education, sport and physical activity will be
provided whilst following the measures in their system of controls.
Sports whose national governing bodies have developed guidance under the principles of the
government’s guidance on team sport and been approved by the government are permitted. Schools
must only provide team sports on the list available at return to recreational team sport framework
(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-phased-return-of-sport-and-
recreation/return-to-recreational-team-sport-framework).
Pupils should be kept in consistent groups, sports equipment thoroughly cleaned between each use
by different individual groups, and contact sports avoided.
Outdoor sports should be prioritised where possible, and large indoor spaces used where it is not,
maximising natural ventilation flows (through opening windows and doors or using air conditioning
systems wherever possible) distancing between pupils and paying scrupulous attention to cleaning
and hygiene. This is particularly important in a sports setting because of the way in which people
breathe during exercise. External facilities can also be used in line with government guidance for the
use of, and travel to and from, those facilities.
Schools should refer to the following guidance:
guidance on the phased return of sport and recreation
(https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-phased-return-of-sport-
and-recreation) and guidance from Sport England (https://www.sportengland.org/how-we-can-
help/coronavirus) for grassroot sport
advice from organisations such as the Association for Physical Education
(https://www.afpe.org.uk/physical-education/wp-content/uploads/COVID-19-Interpreting-the-Government-
Guidance-in-a-PESSPA-Context-FINAL.pdf.) and the Youth Sport Trust
(https://www.youthsporttrust.org/coronavirus-support-schools)
guidance from Swim England on school swimming and water safety lessons available at
returning to pools guidance documents (https://www.swimming.org/swimengland/pool-return-guidance-
documents/)
Schools are able to work with external coaches, clubs and organisations for curricular and extra-
curricular activities where they are satisfied that it is safe to do so. Schools should consider carefully
how such arrangements can operate within their wider protective measures.
Activities such as active miles, making break times and lessons active and encouraging active travel
help to enable pupils to be physically active while encouraging physical distancing.
Catch-up support

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We have announced a package worth £1 billion (https://www.gov.uk/guidance/coronavirus-covid-19-catch-
up-premium) to ensure that schools have the resources they need to help all pupils make up for lost
teaching time, with extra support for those who need it most.
£650 million will be spent on ensuring all pupils have the chance to catch up and supporting schools
to rise to the challenge. This one-off grant funding will be paid to all state-funded primary, secondary
and special schools in the 2020 to 2021 academic year. Whilst headteachers will decide how the
money is spent, the Education Endowment Foundation has published guidance on effective
interventions to support schools (https://educationendowmentfoundation.org.uk/covid-19-resources/covid-19-
support-guide-for-schools/). For pupils with complex needs, we strongly encourage schools to spend
this funding on catch-up support to address their individual needs. We will set out how this funding
will be distributed between individual schools shortly.
Alongside this universal offer, we will roll out a National Tutoring Programme
(https://educationendowmentfoundation.org.uk/covid-19-resources/national-tutoring-programme/), worth £350
million, which will deliver proven and successful tuition to the most disadvantaged and vulnerable
young people, accelerating their academic progress and preventing the gap between them and their
more affluent peers widening. The evidence shows that tutoring is an effective way to accelerate
learning, and we, therefore, believe a targeted tutoring offer is the best way to narrow the gaps that
risk opening up due to attendance at school being restricted.
Behaviour expectations
Schools should consider updating their behaviour policies with any new rules or policies, and
consider how to communicate rules/policies clearly and consistently to staff, pupils and parents,
setting clear, reasonable and proportionate expectations of pupil behaviour. Further details are
available in the guidance on behaviour and discipline in schools
(https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools). Schools should set out
clearly at the earliest opportunity the consequences for poor behaviour and deliberately breaking the
rules and how they will enforce those rules including any sanctions. This is particularly the case when
considering restrictions on movement within school and new hygiene rules. Schools will need to work
with staff, pupils and parents to ensure that behaviour expectations are clearly understood and
consistently supported, taking account of individual needs and should also consider how to build new
expectations into their rewards system.
It is likely that adverse experiences or lack of routines of regular attendance and classroom discipline
may contribute to disengagement with education upon return to school, resulting in increased
incidence of poor behaviour. Schools should work with those pupils who may struggle to reengage in
school and are at risk of being absent or persistently disruptive, including providing support for
overcoming barriers to attendance and behaviour and to help them reintegrate back into school life.
We acknowledge that some pupils will return to school having been exposed to a range of adversity
and trauma including bereavement, anxiety and in some cases increased welfare and safeguarding
risks. This may lead to an increase in social, emotional and mental health concerns and some
children, particularly vulnerable groups such as children with a social worker, previously looked-after
children who left care through adoption or special guardianship, and young carers, will need
additional support and access to services such as educational psychologists, social workers and
counsellors. Additionally, provision for children who have SEND may have been disrupted during
partial school closure and there may be an impact on their behaviour. Schools will need to work with
local services (such as health and the local authority) to ensure the services and support are in place
for a smooth return to schools for pupils.
The disciplinary powers that schools currently have, including exclusion, remain in place. Permanent
exclusion should only be used as a last resort. Where a child with a social worker is at risk of
exclusion, their social worker should be informed and involved in relevant conversations.

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Any disciplinary exclusion of a pupil, even for short periods of time, must be consistent with the
relevant legislation. Ofsted will continue to look for any evidence of off-rolling. Off-rolling is never
acceptable. Ofsted is clear that pressuring a parent to remove their child from the school (including to
home educate their child) is a form of off-rolling. Elective home education should always be a positive
choice taken by parents without pressure from their school.
With regard to statutory guidance on exclusions from maintained schools, academies and pupil
referral units in England, head teachers should, as far as possible, avoid excluding any looked-after
child. Where a looked-after child is at risk of exclusion, the designated teacher should contact the
relevant authority’s virtual school head as soon as possible to help the school decide how to help the
child and avoid exclusion becoming necessary. Where a previously looked-after child is at risk of
exclusion, the designated teacher should speak with the child’s parent or guardian and seek advice
from their virtual school head to avoid exclusion where possible.
Pupil wellbeing and support
Pupils may be experiencing a variety of emotions in response to the coronavirus (COVID-19)
outbreak, such as anxiety, stress or low mood. This may particularly be the case for vulnerable
children, including those with a social worker and young carers. It is important to contextualise these
feelings as normal responses to an abnormal situation. Some may need support to re-adjust to
school, others may have enjoyed being at home and be reluctant to return, a few may be showing
signs of more severe anxiety or depression. Others will not be experiencing any challenges and will
be keen and ready to return to school.
The return to school allows social interaction with peers, carers and teachers, which benefits
wellbeing.
The government has recently launched the Wellbeing for Education Return programme
(https://www.gov.uk/government/news/8m-programme-to-boost-pupil-and-teacher-wellbeing), which will
provide training and resources for teachers and staff in all state-funded schools to respond to the
wellbeing and mental health needs of children and young people as a result of coronavirus (COVID-
19). The training provides practical examples to support staff, children and young people within a
school.
Local authorities have received funding to employ skilled staff to deliver the training to schools and
provide ongoing advice and support from the autumn until March 2021.
Schools can prepare by nominating a lead to receive the training, and who will then have the
capability to disseminate the learning and practice to staff and pupils within the school. The training
will be available in the autumn term.
DfE, Public Health England and NHS England hosted a free webinar for school and college staff on 9
July 2020 to set out how to support returning pupils and students. A recording of this is available:

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address and equip pupils to respond to issues linked to coronavirus (COVID-19)
support pupils with approaches to improving their physical and mental wellbeing
Schools should also provide more focused pastoral support where issues are identified that individual
pupils may need help with, drawing on external support where necessary and possible. Schools
should also consider support needs of particular groups they are already aware need additional help
(for example, children in need), and any groups they identify as newly vulnerable on their return to
school. To support this, teachers may wish to access the free MindEd learning platform for
professionals (https://www.minded.org.uk/), which contains materials on peer support, stress, fear and
trauma, and bereavement. MindEd have also developed a coronavirus (COVID-19) staff resilience
hub (https://covid.minded.org.uk/) with advice and tips for frontline staff.Where there is a concern a child
is in need or suffering or likely to suffer from harm, the school (generally led by the Designated
Safeguard Lead or deputy) should follow their child protection policy and part 1 of the statutory
safeguarding guidance keeping children safe in education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education--2) and consider any referral
to statutory services (and the police) as appropriate.
Schools should consider how they are working with school nursing services to support the health and
wellbeing of their pupils; school nursing services have continued to offer support as pupils return to
school – school nurses as leaders of the healthy child programme
(https://www.gov.uk/government/publications/healthy-child-programme-0-to-19-health-visitor-and-school-nurse-
commissioning) can offer a range of support including:
support for resilience, mental health and wellbeing including anxiety, bereavement and sleep
issues
support for pupils with additional and complex health needs
supporting vulnerable children and keeping children safe
Schools and school nurses need to work together to ensure delivery of the healthy child programme
(which includes immunisation), identifying health and wellbeing needs which will underpin priorities
for service delivery.
Section 4: Assessment and accountability
This section covers assessment and accountability.
Inspection
For state-funded schools, the intention is for Ofsted inspections to remain suspended for the autumn
term. However, during the autumn term, inspectors will visit a sample of schools to discuss how they
are managing the return to education of all their pupils. These will be collaborative discussions,
taking into account the curriculum and remote education expectations set out in this document and
will not result in a judgement. A brief letter will be published following the visit. The insights that
inspectors gather will also be aggregated nationally to share learning with the sector, the government
and the wider public. In addition, Ofsted has the power to inspect a school in response to any
significant concerns, such as safeguarding.
For independent schools, the intention is that Ofsted or the Independent Schools Inspectorate (ISI)
standard inspections will also remain suspended. During the autumn term, Ofsted/ISI will undertake
non-routine inspections, as commissioned by the Department for Education, where appropriate. For
example, this may be a pre-registration inspection or an inspection to follow up on significant
safeguarding concerns. These inspections will have a judgement, as usual and result in the
production of a report.

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It is intended that routine Ofsted and ISI inspections will restart from January 2021, with the exact
timing being kept under review.
Primary assessment
We recognise that pupils will have missed a critical period of their education in the 2019 to 2020
academic year. Maintaining national curriculum assessments in the 2020 to 2021 academic year will
allow the department to measure the remaining impact of coronavirus (COVID-19) on this cohort of
pupils nationally and help target support to local areas, schools and pupils that need it the most.
We are, therefore, planning on the basis that statutory primary assessments will take place in
summer 2021. The early years foundation stage profile and all existing statutory key stage 1 and 2
assessments, should return in 2020 to 2021 in accordance with their usual timetables. This includes:
the phonics screening check
key stage 1 tests and teacher assessment
the year 4 multiplication tables check
key stage 2 tests and teacher assessment
statutory trialling
For 2020 to 2021 academic year only, schools will be required to administer a past version of the
phonics screening check to year 2 pupils during the second half of the 2020 autumn term. Year 2
pupils who meet the expected standard in the autumn check will not be required to complete any
further statutory assessments in phonics. Year 2 pupils who do not meet the expected standard in the
autumn check will be expected to take the statutory check in June 2021. Further guidance for schools
will be published by the Standards and Testing Agency in September 2020.
The statutory rollout of the reception baseline assessment has been postponed until September
2021. During the summer term 2020, schools had the opportunity to sign up to the 2020 to 2021 early
adopter year.
In light of the impact of coronavirus (COVID-19) outbreak, the 2020 to 2021 academic year will be a
transitionary year (subject to the necessary legislation being made) to allow schools time to prepare
for, and start embedding, the engagement model. The engagement model is the new attainment
framework (replacing P scales 1 to 4) for pupils working below the standard of national curriculum
assessments and not engaged in subject-specific study.
The 2020 to 2021 academic year will be a transitionary year where schools that have prepared to
implement the engagement model will be able to report against it and schools that need more time to
implement this change will have the option to assess against P scales 1 to 4, for one final year. The
engagement model will become statutory from September 2021 and further information can be found
at the engagement model (https://www.gov.uk/government/publications/the-engagement-model).
Exams
For the summer 2021 exams, we recognise that pupils in years 11 and 13 will have missed a critical
period of their education due to lockdown in the 2019 to 2020 academic year. It is vital that these
pupils are able to catch up and access exams that lead to the qualifications they need to progress.
We are, therefore, planning on the basis that GCSEs and A levels will take place in summer 2021 but
with adaptations, including those which will free up teaching time. Ofqual has consulted on proposed
adaptations to exams and published its decisions at proposed changes to the assessment of GCSEs,
AS and A levels in 2021  (https://www.gov.uk/government/consultations/proposed-changes-to-the-
assessment-of-gcses-as-and-a-levels-in-2021).

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On Monday 17 August 2020, Ofqual and the government confirmed that, following the cancellation of
summer 2020 exams, students will be awarded the centre assessment grade submitted by their
school or college for A and AS level and GCSE (except in cases where the centre assessment grade
is lower than the grade calculated by the exam board, where the calculated grade will stand).
Both final GCSE grades and revised A and A level grades were issued to schools and colleges in the
week beginning 17 August 2020, and students will be able to use these grades to move onto their
next step.
There will also be an opportunity for students to sit exams in the autumn and Ofqual has confirmed
these exams will be available in all subjects. Where a student wishes to sit an exam, DfE’s guidance
on centre responsibility for autumn GCSE, AS and A level exam series
(https://www.gov.uk/government/publications/responsibility-for-autumn-gcse-as-and-a-level-exam-series/centre-
responsibility-for-autumn-gcse-as-and-a-level-exam-series-guidance) sets out that we expect the centre that
entered them for the summer series to enter them in the autumn series and take overall responsibility
for ensuring that they have somewhere appropriate to sit their exams. Our Exam Support Service will
launch at the start of the autumn term to support schools and colleges to manage this process.
Accountability expectations
Performance tables are suspended for the 2019 to 2020 academic year and no school or college will
be judged on data based on exams and assessments from 2020. Until the new data release is
available, all those working with schools, including Ofsted and DfE regional teams, should refer to the
2019 data. DfE will continue to use 2019 data as a starting point for any conversation about support
for schools with Ofsted judgements below good. More information is set out at coronavirus (COVID-
19): school and college accountability (https://www.gov.uk/government/publications/coronavirus-covid-19-
school-and-college-performance-measures/coronavirus-covid-19-school-and-college-accountability).
Section 5: Contingency planning for outbreaks
This section covers the process for local outbreaks, contingency plans and remote education.
Process in the event of local outbreaks
If a local area sees a spike in infection rates that is resulting in localised community spread,
appropriate authorities will decide which measures to implement to help contain the spread. DfE will
be involved in decisions at a local and national level affecting a geographical area, and will support
appropriate authorities and individual settings to follow the health advice. We will provide more
information on this process in due course.
Contingency plans for outbreaks
For individuals or groups of self-isolating pupils, remote education plans should be in place. These
should meet the same expectations as those for any pupils who cannot yet attend school at all due to
coronavirus (COVID-19). See section on remote education support.
In the event of a local outbreak, the PHE health protection team or local authority may advise a
school or number of schools to close temporarily to help control transmission. Schools will also need
a contingency plan for this eventuality. This may involve a return to remaining open only for
vulnerable children and the children of critical workers and providing remote education for all other
pupils.
Remote education support

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Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown
requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote
education. Schools are expected to consider how to continue to improve the quality of their existing
offer and have a strong contingency plan in place for remote education provision by the end of
September. This planning will be particularly important to support a scenario in which the logistical
challenges of remote provision are greatest, for example where large numbers of pupils are required
to remain at home.
In developing these contingency plans, we expect schools to:
use a curriculum sequence that allows access to high-quality online and offline resources and
teaching videos and that is linked to the school’s curriculum expectations
give access to high quality remote education resources
select the online tools that will be consistently used across the school in order to allow
interaction, assessment and feedback and make sure staff are trained in their use
provide printed resources, such as textbooks and workbooks, for pupils who do not have
suitable online access
recognise that younger pupils and some pupils with SEND may not be able to access remote
education without adult support and so schools should work with families to deliver a broad and
ambitious curriculum
When teaching pupils remotely, we expect schools to:
set assignments so that pupils have meaningful and ambitious work each day in a number of
different subjects
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
provide frequent, clear explanations of new content, delivered by a teacher in the school or
through high-quality curriculum resources or videos
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
plan a programme that is of equivalent length to the core teaching pupils would receive in
school, ideally including daily contact with teachers
We expect schools to consider these expectations in relation to the pupils’ age, stage of development
or special educational needs, for example where this would place significant demands on parents’
help or support. We expect schools to avoid an over-reliance on long-term projects or internet
research activities.
The government will also explore making a temporary continuity direction in the autumn term, to give
additional clarity to schools, pupils and parents as to what remote education should be provided. DfE
will engage with the sector before a final decision is made on this.
The following range of resources to support schools in delivering remote education is available.

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Online education resources for home learning
DfE has produced a quality-assured list of remote education resources
(https://www.gov.uk/government/publications/coronavirus-covid-19-online-education-resources) which are
available to schools and parents for free over the summer term.
Where pricing models have changed, schools may consider using some of their catch-up funding on
remote resources in line with the access to technology section of the EEF’s COVID-19 support guide
for schools (https://educationendowmentfoundation.org.uk/covid-19-resources/covid-19-support-guide-for-
schools/).
Video lessons
From that start of the autumn term, Oak National Academy will make available video lessons
covering the entire national curriculum, available to any school for free. These are being in developed
in partnership with a wide group of teachers and school leaders to develop lessons in the popular
topics. The resources will be as flexible as possible, allowing schools to reorder topics and lessons,
to match their own plans and curriculum.
SEND
Oak National Academy specialist content for pupils with SEND. This covers communication and
language, numeracy, creative arts, independent living, occupational therapy, physical therapy and
speech and language therapy. Their provision for next academic year will include an expanded range
of content for the specialist sector.
Digital education platforms
There’s government-funded access to one of 2 free-to-use digital education platforms: Google for
Education or Microsoft Office 365 Education. Schools can apply through The Key for School Leaders
(https://covid19.thekeysupport.com/remote-learning/). The Key also provides feature comparison and case
studies on how schools are making the most of these platforms.
EdTech Demonstrator programme
This is a network of schools and colleges for help and support on the effective use of tech for remote
education that can be accessed through the EdTech Demonstrator Programme (https://edtech-
demonstrator.lgfl.net/).
Laptops, tablets and 4G wireless routers
Laptops, tablets and 4G wireless routers were made available to local authorities and academy trusts
to support vulnerable and disadvantaged children (specifically, care leavers, children and young
people with a social worker, and disadvantaged year 10 pupils) between May to July 2020. Local
authorities and academy trusts will continue to own these devices.
Following pupils returning to school in the autumn term, laptops and tablets will be distributed directly
to schools affected by a local coronavirus (COVID-19) outbreak (https://www.gov.uk/guidance/get-help-
with-technology-for-remote-education-during-coronavirus-covid-19). These will be available for
disadvantaged pupils in years 3 to 11 and clinically extremely vulnerable children from all year groups
unable to attend school. These devices will be owned by the school.
Wifi hotspots

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This includes experts discussing the impacts of the pandemic on pupils’ mental wellbeing and
recovery techniques, and education leaders discussing the actions they have been taking.
The Whole School SEND (WSS) consortium will be delivering some training and how-to ideas for
mainstream school teachers (including free insets and webinars) on supporting pupils with SEND to
return to their mainstream school after the long absence, and on transition to other settings.
WSS have co-produced 2 leaflets, funded by DfE, to support young people with SEND and their
families to have conversations with schools about successful returns following a period of absence
(http://www.sendgateway.org.uk/download.562CD801-B654-41A5-862E3DF51096D027.html) and about
transition planning for post-year 11 destinations (http://www.sendgateway.org.uk/download.3EBB9861-
73CA-4624-A1E2D4BC8ABFE6C0.html). WSS have also produced resources to support the schools’
workforce to prepare for the return, such as the COVID-19 SEND review guide
(http://www.sendgateway.org.uk/download.AFCE48A2-4932-4462-983D77E17A4AAA01.html) which settings
can use to reflect on their provision and a handbook (http://www.sendgateway.org.uk/download.19DF2054-
9B87-436C-9D3C8774964FA5EC.html) to support teachers to take a whole school approach to
supporting pupils following a traumatic event.
You can access WSS resources on the Whole School SEND Resource page
(https://www.sendgateway.org.uk/whole-school-send/find-wss-resources/) of the SEND Gateway and
professionals in the schools’ workforce can sign up to the Community of Practice
(https://www.sendgateway.org.uk/whole-school-send/join-our-community-of-practice.html) to be kept up to
date with further information.
DfE has also published the first of the relationships, sex and health education training modules for
teachers to support them in preparation to deliver content on mental health and wellbeing. The
training module on teaching about mental wellbeing (https://www.gov.uk/guidance/teaching-about-mental-
wellbeing), which has been developed with clinical experts and schools, will improve teacher
confidence in talking and teaching about mental health and wellbeing in the classroom. It has been
published early given the importance of supporting pupils’ mental health and wellbeing at this time.
Schools should consider the provision of pastoral and extra-curricular activities to all pupils designed
to:
support the rebuilding of friendships and social engagement
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In addition to 4G routers provided to local authorities and academy trusts, DfE is working in
partnership with BT to offer free access to BT wifi hotspots for disadvantaged pupils. We are also
working with the major telecommunications companies to expand this offer and provide access to
free additional data to families who rely on a mobile internet connection while the response to
coronavirus (COVID-19) requires pupils to learn from home and access social care services online.
More information on increasing internet access for vulnerable and disadvantaged children (https://get-
help-with-tech.education.gov.uk/about-bt-wifi) is available.
Support on delivering remote education safely is available from:
Safe remote learning (https://swgfl.org.uk/resources/safe-remote-learning), published by SWGfL
Online safety and safeguarding (https://www.lgfl.net/online-safety/default.aspx), published by LGfL,
which covers safe remote learning
The National Cyber Security Centre, which includes which video conference service is right for
you (https://www.ncsc.gov.uk/guidance/video-conferencing-services-security-guidance-organisations) and
using video conferencing services securely (https://www.ncsc.gov.uk/guidance/video-conferencing-
services-using-them-securely)
Safeguarding and remote education during coronavirus (COVID-19)
(https://www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19),
published by DfE
annex C of keeping children safe in education (https://www.gov.uk/government/publications/keeping-
children-safe-in-education--2)
Annex A: Health and safety risk assessment
Coronavirus (COVID-19) specific
Everyone needs to assess and manage the risks from coronavirus (COVID-19). This means school
employers and leaders are required by law to think about the risks the staff and pupils face and do
everything reasonably practicable to minimise them, recognising they cannot completely eliminate
the risk of coronavirus (COVID-19). School employers must therefore make sure that a risk
assessment has been undertaken to identify the measures needed to reduce the risks from
coronavirus (COVID-19) so far as is reasonably practicable and make the school COVID-secure.
General information on how to make a workplace COVID-secure, including how to approach a
coronavirus (COVID-19) risk assessment, is provided by the HSE guidance on working safely
(https://www.hse.gov.uk/coronavirus/working-safely/index.htm).
Schools should undertake a coronavirus (COVID-19) risk assessment by considering the measures
in this guidance to inform their decisions and control measures. A risk assessment is not about
creating huge amounts of paperwork, but rather about identifying sensible measures to control the
risks in the workplace, and the role of others in supporting that. The risk assessment will help school
leaders and employers decide whether they have done everything they need to. Employers have a
legal duty to consult their employees on health and safety in good time. It also makes good sense to
involve pupils (where applicable) and parents in discussions around health and safety decisions to
help them understand the reasons for the measures being put in place. Employers can do this by
listening and talking to them about how the school will manage risks from coronavirus (COVID-19)
and make the school COVID-secure. The people who do the work are often the best people to
understand the risks in the workplace and will have a view on how to work safely. Involving them in
making decisions shows that the school takes their health and safety seriously.
Sharing your risk assessment

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Schools should share the results of their risk assessment with their workforce. If possible, they
should consider publishing it on their website to provide transparency of approach to parents, carers
and pupils (HSE would expect all employers with over 50 staff to do so).
Monitoring and review of risk controls
It is important that employers know how effective their risk controls are. They should monitor and
review the preventive and protective measures regularly, to ensure the measures are working, and
taking action to address any shortfalls.
Roles and responsibilities
All employers are required by law to protect their employees, and others, from harm. Under the
Management of Health and Safety at Work Regulations 1999, the minimum employers must do is:
1. Identify what could cause injury or illness in the organisation (hazards).
2. Decide how likely it is that someone could be harmed and how seriously (the risk).
3. Take action to eliminate the hazard, or if this isn’t possible, control the risk.
Given the employer landscape in schools is varied, we have set out here what the existing DfE
Health and safety: responsibilities and duties for schools
(https://www.gov.uk/government/publications/health-and-safety-advice-for-schools/responsibilities-and-duties-
for-schools) guidance states about the roles and responsibilities for health and safety in schools. The
employer is accountable for the health and safety of school staff and pupils. The day-to-day running
of the school is usually delegated to the headteacher and the school management team. In most
cases, they are responsible for ensuring that risks are managed effectively. This includes health and
safety matters.
Schools must appoint a competent person to ensure they meet their health and safety duties. The
Health and Safety Executive (HSE) provides more information on the role of headteachers and
employers in the guidance The role of school leaders - who does what
(https://www.hse.gov.uk/services/education/sensible-leadership/school-leaders.htm) and a simple guide to
who the employer is in each type of school setting in its FAQs section
(https://www.hse.gov.uk/services/education/faqs.htm#a1), under ‘Who is accountable for health and safety
within a school?’.
References to actions by employers in this guidance may in practice be carried out by headteachers
in schools, but the employer will need to assure themselves that they have been carried out, as they
retain the accountability for health and safety. If not already done, employers should ensure that a
coronavirus (COVID-19) risk assessment for their school is undertaken as soon as possible. As some
pupils are already attending school, the employer is likely to have gone through a lot of this thinking
already. We recommend that those employers use this document to identify any further
improvements they should make.
Wider guidance on the risk assessment process
Health and safety risk assessments identify measures to control risks during education and childcare
setting activities. Health and safety law requires the school employer to assess risks and put in place
measures to reduce the risks so far as is reasonably practicable. The law also requires employers to
record details of risk assessments, the measures taken to reduce these risks and expected
outcomes.
Schools need to record significant findings of the assessment by identifying:

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the hazards
how people might be harmed by them
what they have in place to control risk
Records of the assessment should be simple and focused on controls. Outcomes should explain to
others what they are required to do and help staff with planning and monitoring.
Risk assessments consider what measures you need to protect the health and safety of all:
staff
pupils
visitors
contractors
Schools will need to think about the risks that may arise in the course of the day. This could include
anything related to the premises or delivery of its curriculum or activities, whether on-site or in
relation to activities offsite.
Consulting employees (general)
It is a legal requirement that employers must consult with the health and safety representative
selected by a recognised trade union or, if there isn’t one, a representative chosen by staff. As an
employer, you cannot decide who the representative will be.
At its most effective, full involvement of staff creates a culture where relationships between
employers and staff are based on collaboration, trust and joint problem solving. As is normal practice,
staff should be involved in assessing workplace risks and the development and review of workplace
health and safety policies in partnership with the employer. Consultation does not remove the
employer’s right to manage. They will still make the final decision but talking to employees is an
important part of successfully managing health and safety.
Leaders are encouraged to ensure that consultation on any changes to risk assessments that will be
in place for the start of the autumn term commence with staff before the summer break, to ensure
that those that are on term-time only contracts have adequate time to contribute.
Resolving issues and raising concerns
Employers and staff should always come together to resolve issues. As providers widen their
opening, any concerns in respect of the controls should be raised initially with line management and
trade union representatives and employers should recognise those concerns and give them proper
consideration. If that does not resolve the issues, the concern can be raised with HSE
(https://www.hse.gov.uk/). Where the HSE identify employers who are not taking action to comply with
the relevant public health legislation and guidance to control public health risks, they will consider
taking a range of actions to improve control of workplace risks. The actions the HSE can take include
the provision of specific advice to employers through to issuing enforcement notices to help secure
improvements.
Approach to risk estimation and management
Some types of control are more effective at reducing risks than others. Risk reduction measures
should be assessed in order of priority as set out below; schools should not simply adopt the easiest
control measure to implement. Controls should be practical to be implemented and, ideally, should be
able to be maintained easily over time. It is critical to remember that it will only rarely be feasible to

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eliminate individual risks completely. The combination of controls introduced should aim to reduce the
risk to as low as reasonably practicable and prioritise structural, environmental interventions over
individual level ones. This does not just mean considering risks of transmission, but also balancing
these against risks to wider health and well-being and to education. Schools have the flexibility to
respond to risks in a way that suits their circumstances whilst complying with their duties under health
and safety legislation. Schools should work through the following steps to address their risks,
considering for each risk whether there are measures in each step they can adopt before moving
onto the next step:
1. Elimination: stop an activity that is not considered essential if there are risks attached.
2. Substitution: replace the activity with another that reduces the risk. Care is required to avoid
introducing new hazards due to the substitution.
3. Engineering controls: design measures that help control or mitigate risk.
4. Administrative controls: identify and implement the procedures to improve safety (for example,
markings on the floor, signage).
5. Having gone through this process, PPE should be used in circumstances where the guidance
says it is required.
Annex B: education, health and care (EHC) plans
SEND legislation
From 1 May to 31 July, Section 42 of the Children and Families Act 2014 was modified by a notice
issued under the Coronavirus Act 2020. Local authorities and health commissioners were required to
use their ‘reasonable endeavours’ to secure or arrange the specified special educational and health
care provision within EHC plans. To ensure that children and young people receive the support they
need to return to school, we will not be issuing further notices to modify this duty unless the evidence
changes. Our focus is now on supporting local authorities, health commissioning bodies and
education settings to restore full provision for all children and young people with EHC plans.
The temporary changes to the law on the timescales for EHC needs assessments and plans, which
give local authorities and others who contribute to the relevant processes more flexibility in
responding to the demands placed on them by coronavirus (COVID-19), will expire as planned on 25
September 2020. Further information on the temporary changes to the law on EHC needs
assessment and plan processes is available at changes to the law on education, health and care
needs assessments and plans due to coronavirus (COVID-19)
(https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-
assessments-and-plans-due-to-coronavirus).
We remain committed to listening to and working with local authorities, parent carer representatives
and specialist SEND organisations, to ensure that the lifting of the temporary changes is managed in
a way that supports the needs of children and young people with SEND.
Many children and young people will have found lockdown exceptionally difficult socially and
emotionally. Settings should consider any challenging behaviours or social or emotional challenges
arising as a response to the lockdown (following discussion with the parents or young person) and
offer additional support and phased returns where needed, as a reasonable adjustment to support a
disabled child to return successfully to school.
Risk assessments for children and young people with education, health and
care plans (EHC)

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Following the partial closure of educational and childcare settings from March 2020, we asked local
authorities to consider the needs of all children and young people with an education, health and care
plan and to carry out a risk assessment. Local authorities were asked to work with schools and
parents or carers, to determine whether children and young people would be able to have their needs
met at home and be safer there than attending a school.
Risk assessments may prove useful now and over the autumn term, in identifying what additional
support children and young people with education, health and care plans need to make a successful
return to full education. Risk assessments may also prove useful if children and young people have
to self-isolate, or if a local outbreak of coronavirus (COVID-19) requires a school to return to more
limited attendance, or temporarily close.
Whether individual risk assessments are used to help plan for the autumn term or not, schools
should, in the spirit of coproduction, contact parents and involve them in planning for their child’s
return to their school from the start of the autumn term. They should also contact and involve young
people over 16 who have education, health and care plans. That might include visits to the school,
social stories, and other approaches that specialist settings normally use to enable a child or young
person with SEND, who has spent some time out of education, to return to full provision.