The ties which bind a school community, like in any relationship, are kept strong by good communication. Whether it is the relationships between teachers and pupils or parents and staff, regular communication and empathy between school and home during the lockdown is the critical factor.
We’re well aware that this is new for everyone involved. In working out what and how to communicate, The Good Schools Guide hopes that schools prioritise that which is really important. Parents want their housebound children to be occupied constructively but schools need to take into account the range of situations among their parent bodies and take care to communicate their expectations sensitively to create an appropriate balance.
For parents who are key workers, have to work at home or who have other dependants, supervising a daily 9-4 curriculum is simply not possible and can only add to family stresses. We are seeing many independent prep schools ruthlessly focused on delivering ‘value for money’, only to force parents to be tied to the kitchen table supervising endless lessons with their primary aged children, potentially causing untold family stress and, in many cases, neglecting the jobs that pay the bills. It is inevitable in both the state and independent sectors that some pupils will arrive back at school having had months of one-to-one attention with enthusiastic, time-rich parents while others will have made do with little more than an occasional glance at an online video lesson.
Yes, lessons and studying are important. We want to see all pupils advance through their respective curricula but the mental health of every member of our schools’ communities is being tested at the moment. The academic cut and thrust, complete with heavy workload and demanding assignments, may not be the most important thing presently. Encouraging pupils to stay active and find creative outlets can play a huge role in maintaining pupils’ well-being. The buoyancy of a school community depends on being able to rise to this challenge.
Whether by post, telephone, email or social media, schools have an opportunity now to explore creatively how to engage their pupils. New ways must be found for drawing pupils in and making them feel a part of the school community. Children may not be able to shamble into a big room and yawn through the headteacher’s spirited announcements; they can’t sit down with a form teacher or tutor to discuss progress and options; they can’t work towards a performance or exhibition. So, despite schools taking great strides with remote learning, so much of a school’s community is founded in the spaces before, between and after learning. Careful consideration must now go into filling these voids. Lack of attention from a school may make pupils and their families feel neglected or forgotten and could result in a loss of trust and a rift in the school community.
What primary-aged children may miss in terms of learning can be caught up at a later date. Oxbow lakes and the Vikings can wait – and parents should have faith that schools will catch everyone up where necessary.
Where possible, we think schools in both the independent and state sectors may like to consider doing at least some the following to maintain a sense of community:
Finally, we don’t underestimate the challenge the current situation poses and schools differ widely in the resources they can muster. We are seeing brilliant initiatives and wonderfully inclusive and imaginative work. Let us know what your school is doing at editor@goodschoolsguide.co.uk, Twitter or Facebook.
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