On December 8, 2020, Ofsted conducted a visit to Fred Nicholson School, following the government's directive for schools to fully reopen to all pupils. This visit was part of a broader initiative to assess how schools were managing the return to full education after the disruptions caused by the COVID-19 pandemic. 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, it focused on discussions with senior leaders about the school's actions since September 2020.
During the visit, inspectors spoke with the Executive Headteacher and other senior leaders but did not engage with pupils due to the protective measures in place. The context of the visit was shaped by the ongoing challenges posed by the pandemic, which had significantly impacted the education system. Ofsted's Chief Inspector is leading efforts to understand how schools are navigating these challenges, and the insights gained from this visit will contribute to national reporting and inform future policy.
The visit revealed that most pupils returned to Fred Nicholson School on a rota basis in September, attending for two or three days a week while engaging in remote learning on other days. This approach allowed staff to help pupils re-establish relationships and adjust to normal routines. Initially, pupils followed a recovery curriculum that prioritized their well-being and included assessments to gauge their academic, physical, social, and emotional development. Staff also provided support for new pupils, as traditional transition arrangements had been disrupted.
As the pandemic continued, the school faced staff unavailability, leading to a reintroduction of the rota system for pupils in Years 3 to 9. This meant that students attended school for half the time, with remote education provided for those at home. Despite these challenges, the school maintained a curriculum that covered all subjects, albeit with some modifications. Access to specialist rooms and technical equipment was limited, and opportunities for community engagement, such as visits to local shops or trips, were curtailed. To compensate, staff planned alternative activities, including online grocery shopping, to provide pupils with essential skills and experiences.
The visit also highlighted that pupils had not been able to access their usual range of therapies, such as hydrotherapy. In response, staff organized alternative activities like seated yoga to help maintain physical well-being. Assessments indicated varied developmental progress among pupils, with some experiencing regression, particularly in speech, language, and communication skills. To address these disparities, leaders utilized additional COVID-19 funding to implement targeted interventions and provide extra therapy sessions to support pupils in catching up.
For pupils unable to attend school due to COVID-19 restrictions, remote learning was made available. Staff collaborated with parents to help them support their children's education at home, offering personalized programs tailored to individual needs and interests. The visit concluded without any significant concerns being raised, and the information gathered will contribute to Ofsted's national reporting efforts. The insights shared by the school will play a vital role in shaping future educational policies and practices in response to the ongoing challenges posed by the pandemic.
