Sheffield COVID-19 Education Priorities

Published: 23 April 2020
Considering how we will transition back in to school based learning is the next focus in Sheffield's education priorities.

The home learning guidance (in the final 'next steps' section) outlined Sheffield's current education priorities in response to the COVID-19 situation. The position as we approach the end of April is outlined below.

  • Free School Meals 

This will continue to be a priority until the national voucher scheme is securely in place and provision is secure for Sheffield’s eligible families in both term time and holiday periods. 

  • Supporting the network of provision
  • Vulnerable Pupils 

These ongoing priorities are supported by the data collection and the resilience questionnaire. 

Colleagues across Sheffield City Council are working with the schools to refine and develop the provision and support for vulnerable pupils in order to keep children and young people safe. 

We believe that children and young people are best supported in their own schools and this remains our intention. Learn Sheffield is working with schools to ensure that contingency plans are in place to maintain a network of provision throughout the current situation.  

  • Mental Health
  • Home Learning 

The focus on these priorities has increased as we have moved towards the summer term. 

Guidance and support in both areas have now been shared with schools and further resources will continue to be developed.  

The home learning audit will facilitate sector led development and partnership working. 

  • Transition 

This next priority area will increasingly become a focus over the next few weeks and we intend to coproduce a guidance document with the sector at the start of May. This work will seek to describe different strategies which schools could employ in order to support pupils in the following circumstances; 

  • The return of all pupils to school at whatever point this happens.
  • The return of pupils with special educational needs and disabilities.
  • Transition for pupils moving between schools (for example Y6-Y7).
  • Transition into the final year of key stages (for example Y10-11). 
  • The identification and closing of gaps for pupils whose gaps have widened.  

 

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