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Coronavirus briefing
Safeguarding guidance and information for schools
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Coronavirus briefing: safeguarding guidance and information for schools
This briefing summarises the latest guidance for UK schools on safeguarding during the coronavirus (COVID-19) pandemic.
03 July 2020
Introduction
There are lots of questions about how schools should be working to keep children safe as the coronavirus pandemic progresses. We have pulled together key safeguarding and child protection guidance from all four UK nations to help answer some frequently asked questions. Professionals may want to use guidance from other nations as examples of best practice where there is no guidance from their own nation.
Across the UK, the governments are publishing a range of new guidance to support schools during the coronavirus pandemic. This briefing will be updated regularly.
Going to school
Who has to go to school?
In England, the Department for Education (DfE) has said that children in nursery, reception, year 1, year 6 should attend school alongside vulnerable children and
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children of key workers. Primary schools are encouraged to welcome back more children if they have the capacity to do so (DfE, 2020m).
Secondary schools should offer some face-to-face support for young people in year 10 and year 12 alongside vulnerable children and children of key workers.
Both primary and secondary schools may invite children from other year groups to face-to-face meetings if this would be beneficial, provided this happens in line with guidance on protective measures (DfE, 2020m; DfE, 2020q).
Schools should continue offering places to children and young people who have an education, health and care (EHC) plan where a risk assessment has shown this is the best course of action for the child. Schools should look to bring back more children with EHC plans in the target year groups, using risk assessments to inform their return (DfE, 2020n).
Schools, including special schools, special post-16 institutions (SPIs), hospital schools and further education settings, should prepare to welcome back all children, except those who are shielding or self-isolating, in the autumn term (DfE, 2020t; DfE, 2020u; DfE, 2020v).
If children and young people need to self-isolate or there is a local lockdown, schools should have the capacity to offer immediate remote education (DfE, 2020t; DfE, 2020u; DfE, 2020v).
Schools need to plan for the possibility of a local lockdown. If a local lockdown happens, schools in that area are expected to deliver remote education to children and young people (DfE, 2020t; DfE, 2020u; DfE, 2020v).
In Northern Ireland, children who are vulnerable and children whose parents are key workers should be attending school (Department of Education, 2020d).
Children in Primary 7 and Years 12 and 14 should return to school from 24 August, if it is safe to do so. All other children should return to school by the normal school starting date. Where children and young people cannot be in school all or part of the time, due to space constraints or other limitations, a blended learning approach should be implemented, combining in-school and at-home learning (Department of Education, 2020k).
Special schools have the flexibility to develop their own models and should work towards welcoming back as many children and young people as can be safely cared for. They should aim to have some children returning from 24 August. Where appropriate, special schools should undertake risk assessments of individual children’s needs to determine if it safe for them to return to school (Department of Education, 2020m).
Coronavirus briefing
Safeguarding guidance and information for schools
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In Scotland, schools should remain open for vulnerable children and the children of key workers throughout June and the summer holidays (Scottish Government, 2020e).
Schools should prepare for children and young people to return to school full time from August, provided it is safe to do so (Scottish Government, 2020i).
Schools and special schools should consider the needs of children with additional support needs returning to school, including equipment and environment, therapy provision, physical activity and break times (Scottish Government, 2020e).
For children with the most complex additional needs, schools should work with lead professionals and parents or carers to decide how best to continue supporting them (Scottish Government, 2020f).
In Wales, there should be a phased approach to opening to more children and young people. It is expected that, at most, a third of children and young people will be in school at any one time. Schools should make arrangements according to their own circumstances and inform parents and carers of these arrangements (Welsh Government, 2020o).
Special schools should use their personalised knowledge and existing risk assessments to inform whether a child can attend a setting safely (Welsh Government, 2020q).
Who are vulnerable children?
In England, vulnerable children are those who have a social worker and those aged up to 25 with EHC plans. This includes children who have a child protection plan or are looked after.
Guidance from the Department for Education (DfE) states that children may also be deemed vulnerable if they have been assessed as being in need or meet the definition in section 17 of the Children Act 1989 (DfE, 2020j).
In Northern Ireland, vulnerable children are those:
• receiving support from Health and Social Services including family support, child protection and looked after children services
• on the child protection register • with statements of special education needs • accessing education otherwise than at school (EOTAS), which is provision for
children with social, emotional, behavioural, medical or other issues which mean they cannot otherwise access suitable education
• accessing education nurture units, which are an intervention for children with social, emotional and behavioural difficulties
• with emerging and diagnosed mental health needs
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• who are homeless • who are young carers • subject to paramilitary threat • whose parents have mental health problems • whose parents have alcohol and drug addictions • affected by domestic abuse (Department of Education, 2020d).
In Scotland, children may be vulnerable for a range of reasons including:
• being on the child protection register • being looked after • being on the edge of care • being eligible for free school meals • having complex additional support needs • being affected by poverty and deprivation (Scottish Government, 2020a).
In Wales, vulnerable children include:
• those who have safeguarding needs • those who are supported by social care • children with care and support or support plans • children on the child protection register • looked after children • young carers • disabled children • children with statements of special educational needs (SEN) (Welsh
Government, 2020i).
Do all vulnerable children need to go to school?
In England, the Department for Education (DfE) expects and encourages children with a social worker to go to school, provided it is appropriate for them to do so (DfE, 2020k).
Schools and local authorities should make a risk assessment for children and young people with an EHC plan, taking parents’ and carers’ views into account, to decide whether they need to be offered a place in school (DfE, 2020f; DfE, 2020j). For children with EHC plans and a social worker, decisions about returning to school should be made collaboratively with local authorities, educational settings, social workers, parents and carers and children and young people (DfE, 2020m).
The DfE has provided guidance on how to carry out risk assessments for children with special educational needs and disabilities (DfE, 2020i; DfE, 2020n).
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Risk assessments should be kept up-to-date and reflect any changes in circumstances, including the wider opening of schools to more children and young people. Local authorities and educational settings should make their own judgements as to whether risk assessments continue to be useful after a child or young person has returned to school. Risk assessments should also be maintained for children who remain at home (DfE, 2020n).
As more students return to schools in England, some support services may not be available and it may not be possible to provide the full range of provision set out in EHC plans. DfE guidance states that primary schools should work with the local authority and parents to confirm what provision can be reasonably provided (DfE, 2020m).
In Scotland, education settings and local authorities should make risk assessments for each vulnerable child or young person, working closely with their parents to consider their needs (Scottish Government, 2020b).
Risk assessments should be updated as a matter of priority in light of changes to provision such as environment and staffing (Scottish Government, 2020f).
What if parents of eligible children don’t want to send them to school?
In England, the Department for Education (DfE) encourages all eligible children to attend school (DfE, 2020k). Social workers and schools should work with parents of vulnerable children who don’t want their children to go to school. Social workers and schools should explore the reasons for this and encourage parents to allow their children to attend (DfE, 2020j).
If parents have concerns about sending their children back to school in the autumn term, schools should discuss these concerns and provide reassurance of the measures in place to stop the spread of infection. Schools should be clear with parents that all children of compulsory school age must be in school unless a statutory reason applies (DfE, 2020t; DfE, 2020u; DfE, 2020v).
From the beginning of the autumn term school attendance will be return to being mandatory. This means that parents have a duty to ensure their child attends school and schools have a responsibility to record attendance and follow up absence. Sanctions for non-attendance, including fixed penalty notices, will be available to be issued (DfE, 2020t; DfE, 2020u).
In Northern Ireland, health and/or education authorities should work with parents to explore the reasons for not wanting to send their child to school and help resolve any concerns or difficulties where possible (Department of Education, 2020b).
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In Scotland, the lead professional for managing a child’s plan and schools should explore the reasons for parents not wanting children to attend school and help resolve any concerns or difficulties (Scottish Government, 2020b).
Who are key workers?
In England, Northern Ireland and Wales, key workers are those whose work is critical to the COVID-19 response. This includes those working in the following sectors:
• Health and social care including doctors, nurses, midwives, paramedics, social workers, care workers and staff required to maintain the health and social care sector.
• Education and childcare including teachers, support staff, social workers and specialist education staff.
• Local and national government including only those administrative occupations essential to the delivery of the COVID-19 response or delivering essential public services.
• Food and other necessary goods including those involved in food production, processing, distribution, sale and delivery, and those involved in the provision of hygienic and veterinary medicines.
• Public safety and national security including police, support staff, contractor and armed forces personnel, fire and rescue service employees, those maintaining border security, prison and probation staff and other national security roles.
• Transport including those who will keep the air, water, road and rail passenger and freight transport modes operating and those working on transport systems through which supply chains pass.
• Utilities, communication and financial services including those working in banks and building societies, the oil, gas, water and electricity sectors, the information technology and data infrastructure sector, the civil nuclear, chemicals and telecommunications sectors, postal and delivery services, payment providers and waste disposal.
• Other workers essential to key public services (Cabinet Office and DfE, 2020; Department of Education, 2020d; Welsh Government, 2020d).
In England and Wales, “workers essential to key public services” includes:
• those essential to the running of the justice system • religious staff • charities and workers delivering key frontline services • those responsible for the management of the deceased • journalists and broadcasters
(Cabinet Office and DfE, 2020; Welsh Government, 2020d).
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In Scotland, decisions as to who is a key worker will be taken at a local level. However, key workers are broadly split into three categories.
• Category 1 includes health and care workers directly supporting the COVID-19 response or supporting life threatening emergency work, energy suppliers and staff providing childcare and learning for other category 1 workers.
• Category 2 includes all other health and care workers, fire, police, prison and social workers and those supporting Scotland’s Critical National Infrastructure.
• Category 3 includes all workers without whom there could be a significant impact on Scotland but the COVID-19 response or ability to perform essential tasks to keep the country running would not be severely compromised (Scottish Government, 2020a).
What if one parent is a key worker but another is not?
In England, the Department for Education (DfE) expects all eligible children to attend school – it is no longer necessary for parents of eligible children to keep them at home if they can (DfE, 2020k).
In Northern Ireland, children can go to school if only one parent is a key worker. But if children can be cared for at home they should be (Department of Education, 2020c).
In Scotland and Wales, if one parent is a key worker and another is not, the non-key worker parent should care for children (Scottish Government, 2020a; Welsh Government, 2020a).
Should residential schools be closed?
In England, residential schools need to remain open unless otherwise advised by Public Health England (PHE). The Department for Education (DfE) and PHE have published guidance on isolation for residential educational settings (DfE and PHE, 2020).
Residential special schools should conduct risk assessments for the whole setting and individual students to make decisions about individual placements and how self-isolation measures should be followed (DfE, 2020j).
Residential schools and colleges should remain open throughout local lockdowns where necessary for those who have particular needs that cannot be accommodated at home and those who don’t have suitable alternative accommodation (DfE, 2020u).
In Scotland, residential schools should undertake a risk assessment, considering local circumstances, school capacity and public health and hygiene requirements to decide how to prepare for and implement wider opening (Scottish Government, 2020f).
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In Northern Ireland, Scotland and Wales residential special schools should remain open wherever possible to care for the children who attend them (Department of Education, 2020c; Scottish Government, 2020a; Welsh Government, 2020g).
Are nurseries and registered or regulated childcare settings open?
We’ve produced a briefing summarising safeguarding and child protection guidance for early years and childcare settings during the coronavirus pandemic. This includes information about which early years providers should be open.
Read our coronavirus briefing for early years settings for more information
Safeguarding and child protection
What changes should be made to schools’ safeguarding policies and procedures?
In England, schools and colleges should continue to follow the Department for Education (DfE)’s statutory guidance, Keeping children safe in education (KCSIE) (DfE, 2020g). Schools and colleges should review their child protection policy and revise it in line with current circumstances. A COVID-19 annexe or addendum may be more appropriate than re-writing the whole policy. Staff and volunteers should be made aware of the new policy and kept up to date if it is revised. The policy should also be made available publicly (DfE, 2020e).
Policies and procedures may need further updates as schools welcome back more children. Guidance states that headteachers should consider how they will manage any increase in child protection referrals as children return to school (DfE, 2020m; DfE, 2020t; DfE, 2020u).
Designated safeguarding leads (DSLs) should be provided with more time, especially in the first few weeks of the autumn term, to provide support to staff and children regarding any new child protection and welfare concerns and the handling of referrals to children’s social care and other agencies (DfE, 2020t; DfE, 2020u; DfE, 2020v).
In Northern Ireland, education staff should continue to follow the statutory guidance, Safeguarding and child protection in schools: a guide for schools (Department of Education, 2019). School principals, leaders in charge, senior teachers and others in positions of responsibility must ensure that appropriate safeguarding arrangements are in place at all times (Education Authority for Northern Ireland (EANI), 2020).
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In Scotland, professionals should be aware that the vulnerability of some children may increase as a result of the pandemic. There may be increased incidence of domestic abuse and children may be exposed to more risks online or be at greater risk of sexual exploitation (Scottish Government, 2020d).
In Wales, the Keeping learners safe guidance continues to apply to school or college settings (Welsh Government, 2012). Designated safeguarding persons (DSPs) should consider the current challenges in a safeguarding context and review their child protection policies as circumstances evolve. It is sufficient to create an annex that summarises any key COVID-19 related changes (Welsh Government, 2020j).
What happens if nominated child protection leads need to self-isolate or become ill?
In England, guidance from the Department for Education (DfE) states that where it is not possible for a designated safeguarding lead (DSL) or deputy to be on site, a trained DSL should be contactable via phone or online video. This could be the school’s own DSL if they are working from home or a shared DSL or deputy from another school. If a trained DSL or deputy is not on site, a senior leader should take responsibility for co-ordinating safeguarding on site (DfE, 2020e). There should be clear reporting routes for any member of staff who is concerned about a child (DfE, 2020h).
As more children to return to school, primary schools in England should ensure they have at least one person with up to date DSL training available to work in school. If no one is available, schools should contact their local authority and/or academy trust who may be able to provide a suitable person to temporarily cover this role (DfE, 2020m).
In Northern Ireland, a designated teacher or deputy designated teacher should be appointed to support staff and volunteers in each school. Where schools have come together to form a COVID-19 (C19) cluster, each cluster should have a designated or deputy designated teacher (EANI, 2020).
As more children and young people start attending school again, schools should ensure there is a designated teacher for child protection available to work in school. Managing authorities may be able to provide a suitable person to cover this role (Department of Education, 2020k).
In Scotland, local authorities will need to consider how best to continue to provide key points of contact (named persons) during the school closure period (Scottish Government, 2020a).
In Wales, all staff should have access to a trained designated safeguarding person (DSP). Where it is not possible for a trained DSP to be on site, the DSP or their deputy should be contactable via phone or online video and a senior leader should take
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responsibility for safeguarding. Schools can consider sharing DSPs with other schools or colleges. Staff should know on any given day who the DSP is and how to speak to them (Welsh Government, 2020j).
How should attendance be monitored?
In England, the Department for Education (DfE) has asked schools to resume taking an attendance register as more children and young people return to school. At this time, all absence should be recorded as authorised (DfE, 2020a). Parents will not be fined for non-attendance (DfE, 2020k).
Schools and colleges should follow up with parents, carers, the local authority and/or children’s social care as appropriate if children who are expected to attend school are not there. The government has provided guidance for how schools should respond if children from certain groups are absent (DfE, 2020f; DfE, 2020j; DfE, 2020k).
From the beginning of the autumn term school attendance will be return to being mandatory. This means that schools have a responsibility to record attendance and follow up absence. Sanctions for non-attendance, including fixed penalty notices, will be available to be issued (DfE, 2020t; DfE, 2020u).
In Northern Ireland, schools and pre-schools have been asked to complete a survey each day to establish the number of children attending school (Department of Education, 2020g).
In Wales, when more children and young people start to attend school from 29 June, schools should keep a record of attendance. Families should notify their school if their child is unable to attend (Welsh Government 2020q). Parents will not be fined for keeping their children at home (Welsh Government, 2020o).
Can children who aren’t defined as vulnerable but who may be at risk go to school?
In England, guidance from the Department for Education (DfE) states that leaders of educational settings and designated safeguarding leads will know who their most vulnerable children are. Schools have the flexibility to offer places to children who are “on the edge” of receiving support from children’s social care (DfE, 2020j).
In Northern Ireland, the Department of Education will support headteachers to support children facing social difficulties who are not included in the definition of vulnerable children (Department of Education, 2020d).
In Scotland, those who work directly with children and young people are best placed to identify children and young people who need support. The lead professional for managing a child’s plan should advise on whether vulnerable children need to attend school (Scottish Government, 2020a).
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In Wales, the guidance states that only particularly vulnerable children and children of key workers should be attending school at this time (Welsh Government, 2020i). It does not mention children who are not defined as vulnerable.
How can schools support and protect children who are not attending?
In England, guidance from the Department for Education (DfE) states that schools and local authorities should work together to ensure arrangements are in place to keep in touch with children who are vulnerable but who are not attending school (DfE, 2020f).
There must be clear reporting routes for staff who have any child protection concerns about any child they are educating remotely, and these should be regularly reviewed. Staff should be able to signpost practical support for children who may need it (DfE, 2020h). The government has provided extra funding for the NSPCC helpline so that adults can raise concerns and seek advice about the safety and wellbeing of any child they are worried about (DfE and Rt Hon Gavin Williamson CBE MP, 2020).
Staff should only contact children within school hours (or hours agreed with the school’s senior leadership team). Any one-to-one sessions such as pastoral care meetings should be risk assessed and approved by the school’s senior leadership team (DfE, 2020h).
In Northern Ireland, staff should continue to follow their school’s safeguarding procedures if they become aware of any child protection concerns (Department of Education, 2020i).
What information should be shared if children need to attend a different school to normal?
In England, guidance from the Department for Education (DfE) states that some schools may not be able to remain open due to staff shortages. This means children will need to attend a different setting (DfE, 2020f). For looked after children, any change in setting should be managed by the virtual school head (VSH) with responsibility for the child (DfE, 2020e).
Schools should provide relevant child protection and welfare information to the alternative setting, before the child arrives or as soon as possible afterwards. Information should be shared between designated safeguarding leads (DSLs) and special educational needs co-ordinators (SENCOs) as relevant. If this is not possible, senior leaders should take responsibility (DfE, 2020e).
In Northern Ireland groups of schools may come together to form a COVID-19 (C-19) cluster. Schools should pass on relevant safeguarding, special educational needs (SEN) and medical information to the leader in charge of the cluster. If this is not
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possible due to staff absence, parents should provide relevant information (Department of Education, 2020e).
Do staff moving between schools need a safeguarding induction?
In England, the Department for Education (DfE) expects that staff may be moving between schools and colleges to ensure appropriate staffing levels during the pandemic. Schools receiving staff from other schools should assess the level of safeguarding induction needed, on a case-by-case basis (DfE, 2020e).
How should schools deliver remote education safely?
In England, the Department for Education (DfE) has published guidance on safeguarding and remote education (DfE, 2020h).
Schools should make sure that remote education activities are accessible to all children and young people, including those without laptops or internet access. Schools should also consider how to make their remote teaching inclusive to children and young people with special educational needs and disabilities (SEND), for example using voice-to-text and text-to-speech technology (DfE, 2020p).
The DfE has published a series of case studies on how schools are delivering remote education (DfE, 2020o). Schools providing remote education through livestreaming or pre-recorded videos should use guidance from the National Cyber Security Centre (NCSC) on choosing video conferencing platforms and using them securely (DfE, 2020h; NCSC, 2020a; NCSC, 2020b).
In Northern Ireland, schools should decide if livestreaming is an appropriate approach. If they decide to use livestreaming, they should ensure that all child protection and safeguarding procedures are followed (Department of Education, 2020i).
The Education Authority is engaging with schools to lend digital devices to children and young people from socio-economically deprived backgrounds (Department of Education, 2020i).
In Scotland, privacy and safeguarding should be a primary concern when considering the use of any online tools, including live video conferencing (Scottish Government, 2020g). The General Teaching Council Scotland (GTCS) has provided further guidance on using technology for remote teaching (GTCS, 2020). Education Scotland has also published practitioner support for online learning, including suggestions for learning at home activities (Education Scotland, 2020).
Schools should consider which children and young people have access to digital devices and connectivity and continue the work they have been undertaking to tackle digital exclusion (Scottish Government, 2020f).
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In Wales, schools should follow local safeguarding guidance if they choose to livestream lessons. Schools should consider if children will have equal access to livestreamed lessons, and look at alternatives if they will not. Staff should work in a professional manner and carefully consider location and camera settings (Welsh Government, 2020m).
The Welsh Government has published a series of case studies on how schools have made arrangements for distance learning (Welsh Government, 2020n).
Read our information about undertaking remote teaching safely
Staffing and recruitment
Do schools still need to follow safer recruitment practices?
In England, schools and colleges should continue to recruit remotely throughout the summer (Department for Education (DfE), 2020t; DfE, 2020u). Schools should continue to follow safer recruitment practices set out in DfE statutory guidance when they are recruiting new staff and volunteers. Staff and volunteers who have not undergone safer recruitment checks must not be left unsupervised or allowed to work in regulated activity (DfE, 2020e).
Schools should emphasise to parents and carers the importance of seeking any online support for their children from reputable organisations who can provide evidence that the people they employ are safe to work with children (DfE, 2020f).
In England and Wales, the Disclosure and Barring Service (DBS) has updated its guidance on checking identification, to minimise the need for face-to-face contact (DBS, 2020).
Read our information on recruiting safely during the pandemic
Do staff and volunteers moving between schools need new vetting and barring checks?
In England, guidance from the Department for Education (DfE) states that staff and volunteers moving between schools who have already undergone the appropriate Disclosure and Barring Service (DBS) checks do not need a new DBS check. This also applies for staff moving between different types of settings, for example childcare staff working in schools (DfE, 2020e).
In Wales, staff moving between sites should wear ID badges from their home school at all times (Welsh Government, 2020l).
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Child welfare
How should schools implement social distancing and additional hygiene measures?
In England, the Department for Education (DfE) has published guidance on social distancing for schools and childcare settings. This sets out measures schools should take to minimise the risk of transmission of coronavirus whilst ensuring children are being well cared for (DfE, 2020d).
The DfE has provided guidance on implementing protective measures in education and childcare settings as more children return to school (DfE, 2020l; DfE, 2020t; DfE, 2020u; DfE, 2020v).
In Northern Ireland, the Department of Education has published guidance on how education settings should implement social distancing. This outlines measures settings should take to ensure the risk of coronavirus spreading is as low as possible whilst making sure children are safe and well cared for (Department of Education, 2020a).
The Department of Education has published additional guidance on safe working in education during the pandemic, covering infection control and prevention (Department of Education, 2020h).
The Department of Education has published further guidance on how schools and special schools should implement social distancing and additional hygiene measures as more children return to school (Department of Education, 2020k; Department of Education, 2020m).
In Scotland, the Scottish Government has published advice for schools and childcare settings who are providing care to children during the pandemic. This includes guidance on how to implement social distancing measures with children (Scottish Government, 2020b).
The Scottish Government has published guidance on social distancing when more children start attending school from 11 August 2020 (Scottish Government, 2020f).
In Wales, the Welsh Government has published guidance on social distancing for education and childcare settings. This sets out measures schools should take to minimise the risk of transmission of coronavirus whilst ensuring children are well cared for (Welsh Government, 2020e).
The Welsh Government has also published further guidance on hygiene and social distancing when more children and young people start attending school from 29 June (Welsh Government, 2020q).
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How should schools look after children’s mental health and wellbeing?
In England, the Department for Education (DfE) has asked teachers to be mindful of the current circumstances and how they are affecting children and families, when they are setting expectations of children’s work at home (DfE, 2020e).
Existing provision for mental health support for children and young people may be delivered through different means, for example over the phone (DfE, 2020e). It’s good practice for schools to identify staff who are available to listen to children and young people or who can signpost them to help. This could include the mental health lead, heads of years, school counsellors and school nurses. If children prefer to talk to someone outside the school or college they can be referred to organisations such as Childline (Department of Health and Social Care and Public Health England (PHE), 2020).
As children and young people return to school they may display symptoms of stress or anxiety and need additional support. Schools should consider how to support children who have found the pandemic difficult, including those who have experienced bereavements (DfE, 2020m; DfE, 2020t; DfE, 2020u).
As more children return to school, the DfE will provide online resources, which have been designed by health and education experts to help boost mental health support for children, young people and staff (DfE, 2020s).
The DfE has published a series of case studies on supporting children’s wellbeing in primary and secondary schools (DfE, 2020o).
In Northern Ireland, the Education Authority’s independent counselling service for schools (ICSS) will continue to be provided using telephone or video calling. Referrals to the ICSS can continue to be made through the school’s key contact (Department of Education, 2020b).
The Department of Health has published a COVID-19 mental health response plan as part of their wider mental health action plan. The response plan is split into seven broad themes to respond to and mitigate the effects of the pandemic on mental ill health. Actions to help ensure child and adolescent mental health services (CAMHS) continue to operate efficiently and effectively include: suspending the transition to adult mental health services for 18-year-olds; promoting the use of electronic platforms for communication; and signposting helplines and other sources of support (Department of Health, 2020).
In Scotland, there should be a strong focus on health and wellbeing, including mental health and resilience, when schools open to more children from 11 August 2020 (Scottish Government, 2020e).
In Wales, there should be added focus on pastoral care and activities to support the mental wellbeing of staff and children (Welsh Government, 2020e; 2020p). This
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should include recognition of the importance of strong relationships to wellbeing (Welsh Government, 2020e). Staff should encourage children to discuss their questions and concerns and provide information about COVID-19 in an honest and developmentally appropriate manner (Welsh Government, 2020l; 2020p).
Teachers should be aware that returning to school may cause anxiety for some children and it may take them some time to adjust. Schools should consider children who aren’t attending school and how they can be supported remotely (Welsh Government, 2020p). Pastoral care and bereavement support should be put in place for children who are distressed (Welsh Government, 2020l).
Local authorities should ensure that counselling provision continues to be available, including online counselling where appropriate. Schools should take a zero tolerance approach to bullying, including racially aggravated behaviour that may occur as a result of the pandemic (Welsh Government, 2020e).
The Welsh Government has announced increased funding for school counselling services (Welsh Government, 2020k). Additional guidance for providers of school and community based counselling services has also been published (Welsh Government, 2020r).
The Welsh Government has published case studies showing how schools have been supporting child and staff wellbeing during the pandemic (Welsh Government, 2020n).
Will children face stigma if they attend school because they’re vulnerable?
In England and Northern Ireland, guidance states that the majority of children attending school at the moment will be there because their parents are key workers. This means vulnerable children should not be easily identifiable by their peers (Department for Education (DfE), 2020j; Department of Education, 2020b).
What should schools do about free school meals?
In England, guidance from the Department for Education (DfE) states that schools should continue to provide free school meals to all eligible children, whether attending school or not. This should be through on-site provision, food parcels from their usual catering team or supermarket vouchers through the new national scheme (DfE, 2020c).
Educational settings are expected to reopen their kitchens when children are welcomed back, and ensure meals can be safely prepared and served. Schools should provide meals for all children in school (and this should be free of charge for children who meet the free school meal criteria) (DfE, 2020k).
When kitchens have reopened, schools should continue to work with food providers to offer meals or food parcels to benefits-related free school meals pupils who are not in
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school. When school catering teams are back at work, they should be better placed to be involved with this. Food vouchers should continue to be available where needed (DfE, 2020k).
Schools can order supermarket vouchers for children who receive benefits-related free school meals to provide support over the summer holidays (DfE, 2020w).
In Northern Ireland, eligible families will receive fortnightly direct payments (Department of Education, 2020f). A summer food scheme will be established for children who are usually eligible for free school meals during term time (Department of Education, 2020l).
In Scotland, local authorities, early learning settings and schools should continue to provide free school meals to eligible children through cash payments, supermarket vouchers or food parcels (Scottish Government, 2020a).
Councils should continue to provide free school meals to eligible children throughout the summer holidays (Scottish Government, 2020h).
Free school meals must continue to be provided when schools open for more children in August 2020 and the ability to deliver these should be factored into considerations of capacity (Scottish Government, 2020f).
In Wales, schools should provide food parcels or vouchers for children eligible for free school meals. Local authorities can also transfer funds to families of eligible children (Welsh Government, 2020f).
Can children who don’t live with one or both parents still have contact with them?
Across the UK, people must comply with social distancing guidelines. However, the guidelines state that where parents do not live in the same household, children under 18 can move between their parents’ homes (Cabinet Office, 2020; Scottish Government, 2020d; Welsh Government, 2020h).
Where parents agree, temporary variations can be made to contact arrangements. Further guidance on what to do if parents don’t agree is available for each nation (Court of Session, 2020; Courts and Tribunals Judiciary, 2020a; Judiciary NI, 2020)
In England, the Department for Education (DfE) expects contact between children in care and their birth relatives to continue. Contact arrangements should be assessed on a case by case basis, taking into account social distancing guidelines and the needs of the child. For the most part, keeping in touch will need to take place virtually (DfE, 2020r).
In Wales, the government has stated that although guidance from the Courts and Tribunals Judiciary guidance is directed at separated families subject to private law
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proceedings, the principles are relevant to any child who is separated from family members (for example children in care). If there is court ordered contact, and contact is unable to take place or happens remotely, local authorities should record the reasons for their decisions (Welsh Government, 2020).
Face-to-face contact should only be taking place in the most exceptional circumstances or where the well-being of the child is significantly impacted by not doing so. Children’s social services should consider how children can have supervised contact with family members using video conferencing. For example, this could take place in the home of their foster carer, with a staff member present during the video conference to maintain levels of supervision (Welsh Government, 2020).
References
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Welsh Government (2020p) Keep education safe: guidance on learning over the summer term. [Accessed 11/06/2020]. <https://gov.wales/keep-education-safe-guidance-learning-over-summer-term>
Welsh Government (2020q) Keep education safe: operational guidance for schools and settings (COVID-19). [Accessed 11/06/2020]. <https://gov.wales/keep-education-safe-operational-guidance-schools-and-settings-covid-19>
Welsh Government (2020r) Guidance for providers of school and community based counselling services: coronavirus. [Accessed 12/06/2020]. <https://gov.wales/guidance-providers-school-and-community-based-counselling-services-coronavirus>
Welsh Government (2012) Keeping learners safe: the role of local authorities, governing bodies and proprietors of independent schools under the Education Act 2002. Cardiff: Welsh Government. <https://gov.wales/keeping-learners-safe>
More ways to help you protect children
Sign up to CASPAR to stay up-to-date with the latest safeguarding legislation and guidance. nspcc.org.uk/caspar
Visit NSPCC Learning for more information about safeguarding during the coronavirus pandemic.
Visit Childline for advice and resources for children about the coronavirus pandemic.
