On 8 October 2020, Ofsted conducted a visit to Elizabeth Garrett Anderson School in Islington, London, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative by Her Majesty's Chief Inspector of Education to understand how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom observations or reviewing students' work. Instead, the focus was on discussions with the school's leadership team regarding their actions since the full reopening of schools in September 2020.
During the visit, the Ofsted team spoke with the Executive Headteacher, Josephine Dibb, and other senior leaders, including the designated safeguarding lead. Due to protective measures in place, inspectors did not engage with students directly. The context of the visit was significant, as schools were navigating the complexities of reopening after the pandemic-related closures. The findings from this visit would contribute to Ofsted's national reporting, providing insights to the government and the education sector.
The school reopened to all pupils on 11 September 2020, with an expectation for full-time attendance. However, attendance was noted to be slightly below the typical levels for this time of year, with school leaders actively working with parents to encourage students to return. The school maintained a full curriculum, with leaders reorganizing subject content to address gaps in knowledge and reinforce prior learning. For instance, in drama classes, larger teaching spaces and outdoor areas were utilized to facilitate group work while adhering to safety protocols. Leaders expressed confidence that the curriculum would return to its usual structure by summer 2021.
Teachers employed regular assessments to gauge students' starting points and identify areas needing reinforcement. They observed a decline in the average reading age among students in Years 7 to 9 and initiated an intervention program to support reading development. In Years 10 and 11, students were required to drop one GCSE option subject to allocate more time for mathematics, English, and science, particularly focusing on topics that had not been thoroughly learned.
The school also implemented a digital learning platform accessible to all students, both in school and at home. This platform was designed to facilitate remote learning if necessary, ensuring that students could continue their education regardless of circumstances. Teachers planned to deliver lessons through this platform, maintaining alignment with the planned curriculum.
Overall, the visit did not reveal any significant concerns, and the school was commended for its proactive measures in addressing the challenges posed by the pandemic. The insights gained from this visit would inform future educational policies and practices, contributing to the ongoing efforts to support schools in their recovery and improvement. The letter summarizing the visit's findings was shared with relevant stakeholders, including the chair of the governing body and the regional schools commissioner, and would be published on the Ofsted website for public access. The collaborative efforts of the school leadership and staff during this challenging period were recognized as vital in ensuring that students received the support they needed to succeed academically and socially.
