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THE SCOTSMAN Saturday 19 September 2020
SCOTSMAN.COM !THESCOTSMAN 7 PROMOTEDCONTENT INDEPENDENTSCHOOLS
JONATHAN ANDERSON
management of high-traic areas to name but a few.
With 25 boys completing our quarantine stay in August, we had the opportunity to test some of our practices in advance of the new term beginning, always mindful that procedures would be under constant review.
Our heads of department were involved in planning and helping with subject- specific considerations. Where safety and wellbeing considerations have meant that a pupil cannot learn in school, appropriate provision is available for distance or blended learning.
Our sport and co-curricular programmes reflect guidance from individual sport governing bodies and existing guidance around distancing. We have been able to continue to oer a selection of sports including cricket, athletics, tennis, hockey, rugby, swimming and football.
Individual music lessons are taking place, and we have explored innovative ways to rehearse ensembles safely.
After the long break, we understood that there was going to be a mix of
been unexpectedly beneficial in terms of learning.
We are trying to keep our pupils from P7 to S2 in the same classroom where possible and have the teachers move to them.
We can’t do some activities in class, for instance we can’t do singing in music, but we are able to oer music technology, listening, some practical music making,
many Covid-19 risk mitigation measures including limiting access to our campus, managing movement and utilising our extensive grounds.
We are operating a “closed to visitors” campus and have implemented one-way systems. We are utilising our outdoor classroom and grounds for lessons; all classrooms are well ventilated
and we have reduced “touchpoints”.
Our large campus with
its numerous buildings
lends itself naturally to reducing crowds. Pupils enter school grounds at dierent access points
and only the parents of our youngest pupils are admitted to drop o or collect their children.
HEADMASTER, MERCHISTON CASTLE SCHOOL
MARITAL STATUS Married CHILDREN Two girls, aged six and two MAIN SUBJECT Geography
It has been truly delightful to have
the boys back at Merchiston, and the restoration of the school’s industrious buzz has been most welcome! Our boys have been incredibly helpful with their willingness to adapt to the new routines.
At Merchiston, wellbeing will continue to be the foundation on which we
build all future decisions, and we will continue to follow scientific, medical and government advice.
The experience of the last few months has reminded me of a quote: “No plan of operations extends with any certainty beyond the first contact.” In other words, be ready to adapt – we certainly are.
Essential measures have been put in place concerning hygiene control, safe circulation, provision of food, and
emotions, perhaps with conflicting feelings including excitement and anxiety, as well as personal stories. We have openly encouraged the boys to take advantage of a session with our in-school counsellor; a no-charge service that we have oered for the last 11 years.
We continually reinforce the
guidance to the boys via house meetings, lessons, activities and other channels. And throughout this period, I have stressed that input from colleagues is vitally important.
aural perception and general theory. Individual music tuition was delivered live online during lockdown and lessons are continuing with a pupil in a music room at school and the teacher online from home.
In PE, equipment is sterilised and girls are enjoying sports they missed out
on during the summer, such as tennis and athletics. Extra-curricular activities such as our Model United Nations and Amnesty groups are returning, but in single-year groups. Our after-school clubs and wraparound care are being phased back in.
A huge amount of sta training in technology has taken place before and during lockdown and we are hanging on to the best of that – for instance, marking work is problematic but Class Notebook allows the teacher to monitor a pupil’s progress, share work and give feedback.
We also have a school counsellor, and we are carrying out regular anonymous wellbeing surveys, so we can take the “emotional temperature” of the school.
are cleaned at regular intervals. Vehicles, classrooms, furniture and equipment are all cleaned after use and deep cleaned at the end of each day. Regular hand washing is encouraged and we have hand sanitising stations throughout.
Pupils are arranged in small class or year group “bubbles”, and interactions
between cohorts have been minimised. Face masks are worn
by all on transport and by all secondary pupils and sta outside of classrooms.
We also have track-and- test in place to ensure that we are mitigating the risk of
spreading Covid-19.
We oer hybrid learning to
any pupil who is shielding loved ones or isolating
at home. They can follow
their
ALEX HEMS
HEAD, ST GEORGE’S SCHOOL FOR GIRLS, EDINBURGH
MARITAL STATUS Married CHILDREN Two girls, aged 13 and 14 MAIN SUBJECTS English and Latin
In our nursery, we have very strict bubbles, with separate toilets and an emphasis on materials and equipment which we can keep clean. We are also making good use of our fantastic outdoor space.
Our junior school is using separate entrances for the dierent year groups, staggered start times, and dierent zones in the playground.
The upper school has two-metre marked-o “teacher zones” in the classrooms, a one-way system and we have a two-week timetable which allows for double periods and therefore much less movement around the building – it’s
GARETH WARREN
RECTOR, MORRISON’S ACADEMY
which was cast just before lockdown. The whole cast has been taking part in online rehearsals. We don’t know if we will ever be able to stage the show but that doesn’t take away from those pupils’ achievement.
We have no multiple year group activities or clubs, and pupils wear their PE kit on days they have sport, rather than using changing rooms. Lunches are taken within year groups.
Our work with the local community hasn’t diminished – fundraising activities continued throughout lockdown and last year’s S6 led a campaign which raised more than £20,000 for Epilepsy Scotland.
We are doing everything we can now to support pupils to talk about what
has happened and understand the impact of the last few months. There are some positives – in assemblies with each year group, I’ve been discussing with the children how we’ve learned that motivation comes from within, to appreciate what’s close to home, and the importance of being flexible and adaptable.
Our teachers have really developed their technology skills over the lockdown period, and there was some very creative work going on.
Everyone is aware we could face restrictions again and I think we are well prepared for whatever happens. But there isn’t any substitute for face- to-face teaching and we are all just delighted to be back.
MARITAL STATUS Married CHILDREN Three children MAIN SUBJECT
Our priority during the Covid-19 pandemic has been to balance the continued delivery of outstanding education with the health, wellbeing and safety of our pupils, sta and the wider community.
During lockdown, our Virtual Learning Environment ensured our pupils continued to flourish. We were creative and flexible, delivering learning in new ways. We used multiple channels to teach live and pre-recorded lessons, engaged in virtual assemblies, employed online subject-specific learning packages, and remained connected via virtual social and co-curricular activities.
Our preparations for our return to school included detailed scenario planning and being fully conversant with Scottish Government and
NHS guidance. We conducted risk assessments and have implemented
We have
extended our
cleaning timetable, team and participate their hours. in class Buildings discussions and high and submit traic their work areas virtually.