SCHOOLING IN A PANDEMIC

TESTING TIMES Routine and schooling are vital for the development of children but the arrival of Covid-19 abruptly laid waste to all that, and turned their young lives upside down. Sarah Moolla learns just how Bath’s remarkable educational establishments stepped up to the challenge and continued to nurture and educate their students during a world crisis

St Margaret’s Preparatory School

There can’t be many of us who haven’t worried about the eٺect the +ovid! pandemic might have on the aounger generation · scared confused without their usual routines and possibla surrounded ba parents and carers who were eYualla scared confused and also out of routine. .ortunatela there is a group of superheroes called schools who swooped in to help save the daa. <hea established contact continued education and strived to maintain a sense of normalita for their pupils. )nd as the new term dawns with all its uncertainties we learn how the staٺ of *ath¼s local schools are still worSing tirelessla to ensure safeta and wellbeing on their students¼ return. EARLY LOCKDOWN *acS in 5arch when it was announced the schools were closing schools had to YuicSla set up new waas of teaching ¹)t )ll 0allows we were fortunate to have a period of remote learning before finishing term for the -aster holidaasº saas Dr Trevor Richards, head of All Hallows the independent school for boas and girls aged three to  situated near *ath. ¹It was an e`cellent learning e`ercise and this together with the added bonus of our curriculum head of I< having e`perience of worSing in international schools where remote learning had alreada been implemented had a significant impact on our subseYuent planning and staٺ training during the -aster breaS. ¹?e recognised that remote learning would looS vera diٺerent for our older pupils compared to our aounger pupils and diٺerent communication sastems were put in place. 3eeping our parents informed has been vital at evera stage and as a result thea have been confident in what to e`pect and how to help their children adapt to the

Monkton Combe School started this new term with an outdoor assembly new sastems. )s a result we were able to hit the ground Æaing when remote learning SicSed in in earnest after -aster.º

Monkton Combe School an independent coeducational boarding and daa school for pupils aged two to was also determined to achieve minimum disruption for its students as deputy head Joe Sidders e`plains ¹.rom the vera first daa of the enforced school closure 5onSton was not onla delivering a full teaching programme online but providing vital pastoral support and important cocurricular activities to ensure our pupils wellbeing and e`perience was as positive as possible. 4earning and assessment have continued uninterrupted normal timetables have largela been Sept to and teachers have been available for the same amounts of time as thea usualla are to help and support pupils.º EVOLVING )s it became evident we were in this locSdown for the long haul *ath¼s schools YuicSla began to adapt their maSeshift online teaching into something more sophisticated and of Sea value to the learning process. ¹?e embarSed on a vera steep learning curve with remote teaching and learning. ?e alreada had plans in place to further integrate our I< sastems to enhance remote access for pupils and staٺ and this plan was rapidla accelerated during locSdownº saas Michael HorrocksTaylor, second master of King Edward’s School, *ath¼s oldest school and coeducational daa school. <eachers pupils and staٺ were overwhelmingla amabing in rising to the challenge of virtual lessons and pastoral interactions despite their vera varied home and family circumstances. ¹<he Yualita and volume of »live¼ virtual lessons improved significantla throughout locSdown but we were also vera careful to

Where possible, many Bath College students continued their work placements in the care sector throughout lockdown

ensure that pupils were not e`pected to sit in front of a screen for five hours per daa. )t least one third of lessons each weeS were »live¼ with worS set for the remaining lessons. )s we received feedbacS from parents and pupils throughout the period of school closure, we adjusted the Yuantita and nature of this worS for diٺerent age groups. ¹<he Æe`ibilita of a mi`ture of live lessons and remote learning tasSs was realla appreciated ba pupils particularla those in the older year groups as it allowed them to plan their own routine to suit how thea worSed best and to dovetail worS with other interests developing valuable sSills in preparation for independent learning at universita and beaond.º

All Hallows Prep School also recorded their lessons and used social media platforms to help facilitate communication. “Mindful of diٺering famila situations and the children¼s abilita to access devices and the internet lessons were recorded so thea could be undertaSen at ana stage during the daaº saas ,r <revor :ichards. ¹<his allowed the live sessions to concentrate on staٺpupil interaction and wellbeing. ¹3een to Seep a sense of communita families and staٺ aliSe were encouraged to share e`amples of worS and pupil achievement and these were celebrated via social media and the weeSla newsletter creating feelgood moments for everaone.º 3ing -dward¼s ;chool discovered the online lessons were evolving into something with much more scope. Michael Horrocks-Taylor lists Rust a few of their virtual events ¹<he online sports sSills videos reception bedtime stories cadet training virtual choirs and art department videos amongst others became a regular and entertaining part of virtual school life · with 3-; ;oul¼s virtual musical rendition of We Are Strong being a real highlight. <he heads of all three schools came to terms admirabla with virtual school assemblies and we even held a virtual .ounder¼s ,aa service on the last daa of the summer term º

“There were so many positives to come out of the situation, many of which will continue into the future”

MENTAL SAFEGUARDING ;chool of course is so much more than Rust learning the )*+ it¼s also all the pastoral care a teacher will deliver on a daila basis to their students and thea weren¼t going to let that pesSa coronavirus stop them. “Our student support included twice-weekly Café Zoom sessionsº saas Tracey Ellis, the communications officer of Bath Academy, which is an independent college and language school.“It gave them a chance to reconnect with their classmates and teachers on various topics ranging from mocS e`ams to current aٺairs virtual pub Yuib events online safeta an`ieta management mindfulness activities and sometimes just for a chat. ¹<hese sessions were alwaas informal and provided a safe place for students to asS Yuestions vent and laugh Seeping each other motivated and encouraged during those challenging daas. ¹?e also applied this to our staٺº she continues. ¹?e held daila Boom staٺ meetings to Seep each other as informed as possible as well as give each other support. ?e became vera dependent on these meetings to staa connected.º 0owever schools were also YuicS to recognise while online learning worSed for some it wasn¼t a onesibe fits all as 5ichael 0orrocSs <aalor explains, “There were a small proportion of pupils who really struggled

For the foreseeable, King Edward’s School drama productions will continue with smaller casts

with remote learning and the loss of face-to-face teaching with their peers in school. ?e increasingla identified these individuals and worSed closela with parents and in some cases with other agencies to support them. :egularla talSing to them virtualla and inviting them bacS into school for facetoface support and supervision.º <he same sort of procedures were happening in Sheldon School, the largest secondary school in Wiltshire. “Heads of year prioritised a list of students who were vulnerable or seemed to be struggling with locSdownº says assistant headteacher Judith Owen. ¹7ur pupil support worSers were also involved with these families. ?e even arranged for some families to be supported with their weeSla shop or deliveries of eYuipment. .or some students we arranged for them to have counselling sessions in school. 0eads of faculta Sept in touch with their staٺ through regular live <eams meetings where thea could checS how staٺ were coping at home. )s soon as we were allowed to do so in 2une we organised for staٺ to return to school over the course of a weeS for socialla distanced staٺ training. <his was also a waa of checSing in on all of our support staٺ and teachers.º POSITIVE ENERGY )nd thanSs to the eٺorts of such dedicated adaptable and resilient staٺ that even in the middle of such an unprecedented crisis there are so mana stories of positivita the schools have to share from those darS days. Assistant principal Jon Domaille, while praising all the students and staٺ of Bath College, wants to give a special mention to one group in particular who impressed him" ¹It¼s our 0ealth and ;ocial +are students mana of whom continued their worS placements in the care sector throughout locSdown · we clapped e`tra for them on <hursdaas º ) stand out moment for Rachel Edmunds, deputy headteacher

“The school was fortunate to be able to support a local council initiative for the homeless”

of St Mark’s School Bath was when the students staged a »<hanS a <eacher ,aa¼ in 5aa" ¹?e were overwhelmed ba the eٺort and thought that had gone into it. 7ne of our students choreographed and recorded her own dance and sent it into the school. )nother student sSetched a wonderful picture for us. <hese were moments to treasure and a reminder of the immense creative talents our students are fortunate to possess.º <here was also academic achievements during locSdown for ;t 5arS¼s when a number of their Aear  students participated in a >irtual ?orS -`perience in 5aa through the -ngineering ,evelopment <rust -,<. ¹<he proRect was a resounding success and the Yualita of our students¼ worS was incredible. <hea will be receiving a ;ilver Industrial +adets )wards from the -ngineering ,evelopment <rust -,<º saas :achel. <he actual grounds of some schools also became utilised to help with the crisis. Downside School is based in ;trattononthe.osse and has boarding facilities so was able to directla help the communita as marketing manager Beck Ward Murphy explains, “The school was also fortunate to be able to support a local council initiative for the homeless in a practical waa during locSdown with the caterers providing cooSed meals and oٺering emotional support for some vulnerable people in temporara accommodation during locSdown.º

The impressive grounds of Kingswood School help facilitate outdoor learning

OPEN DAYS Of course the traditional open days when large groups of parents, carers, and potential students visit the school are on hold for all the schools at the moment. But many have come up with imaginative ways of demonstrating what thea have to oٺer including virtual tours and video tours. Sheldon School have also uploaded talks from the head on their website, plus there is a lovely video made by the teachers for their students to keep their spirits up during the peak of lockdown, which is definitela worth checSing out.

St Margaret’s Preparatory School, the independent day school for boys and girls aged three to 11 inCalne, are conducting their admissions process remotely, admissions manager Simone Hughes explains, “We will ask for the latest school report and inlieu of a taster day,we will organise to meet themwith carers and parents via video link, so we can say ‘hello’. We can also arrange a visit tothe school to meet the headmaster and have a tour after school hours.”

STAYING ACTIVE ?ith so mana active and sociable subRects oٺ the curriculum or severely curtailed for now, like singing and acting, how will the schools and colleges help fill that social and creative void' ¹7ur 8articipation Team along with our Students’ Union are working to ensure that there are still plenty of activities to take part in, even if some of these are now virtual,” says Jon Domaille of Bath College.“Our SU team even recently produced an incredible online festival showing live music, mindfulness activities, food recipes and performance work all for new and current learners to experience. This was a brilliant example of what our learners are capable of and the talent on show. SU clubs and societies are starting as normal and we expect more people to be able to take part across both campuses if they can login from home. We are also developing an exciting new personal development programme for our learners to enable them to access new and exciting experiences, and ways of working to further encourage personal growth.”

Many schools are utilising their extensive grounds to help develop +ovidsafe sports programmes. ¹?hile fi`tures against other schools are not possible, pupils at Downside will have the opportunity to train for cricket, tennis and athletics during their games sessions, as well as participate in internal matches wherever possible,” says Downside’s Beck Ward Murphy. “As for non-sporting activities, our popular autumn bush craft trip for e`ample oٺered to the .irst and ;econd .orms is usualla done oٺ site. )s we are lucSa to have such a large site oٺering mana spaces for outdoor learning this e`perience can still go ahead. 8lus with a vast arraa of cocurricular activities we are lucSa to have enough options to keep our cohort happy and engaged.”

Monkton are also making full use of their space to provide an extensive programme of co-curricular activities which all take into account government guidance on social distancing. “This includes our new WildMonkton initiative, designed to provide multiple opportunities for our pupils to utilise our fantastic outdoor environmentº saas deputa head 2oe ;idders. ¹<he activities oٺered in this programme will provide benefits including increased cognitive gains, improved health and wellbeing and a desire to care for creation and protect the environment.”

SAFE KEEPING Most schools will be following the guidance from the Boarding School’s Association Covid Safe Charter, which includes deep-clean of all school indoor environments before reopening, social distancing measures where necessary, advice on hand sanisters and hand washing, isolation areas for those showing symptoms and permitting of the wearing of face coverings if required. There’s also smaller classes with social

“Inlieu of a taster day,we will organise to meet children with carers and parents via video link so we can say ‘hello’”

All Hallows

bubbling and the reorganising of room and spaces. But as you’d expect with our local high-performing schools, many are going the extra mile Sarah Pattenhead of marketing and communications at Kingswood School, a Bath independent and coeducational day and boarding school which educates over 1,000 children aged nine months to 18 years, says, “A large number of additional measures have been taken to protect the Kingswood community. These include but are not limited to a remap of the school »Æow¼ with a clear one waa sastem for all staٺ and students to follow staggered start times desS screens and increased cleaning and disinfection regimes The debate regarding face coverings has not passed Kingswood by, and our approach is that face coverings are being worn ba all persons staٺ students contractors and visitors) when they are circulating through the buildings to minimise the potential risks to individuals. For those who are feeling vulnerable, there is a visual identifier that the school communita has been trained to recognise. This will ensure the wellbeing of those individuals are met.”

Among the guidelines are the Covid-19 secure risk assessment which Bath Academy’s Tim Naylor confirms will be reviewed evera three weeks. “We also have a thermo gun temperature-testing every student and staٺ member evera daa separate entra and e`it points staggered arrival, departure, and lunch times, hand sanitisers installed in hallways and classrooms increased amount of daila cleaning and +ovidspecific policies added to all our student and staٺ handbooSs.º ONWARDS AND UPWARDS Many of the organisations we spoke with cited how lessons learned during this trying time will be carried forward and help shape a positive future. “At Downside, we embrace the idea of maintaining a growth mind-set and being open to change, learning from failure and stepping out of our comfort zones,” says Claire Murphy, director of pastoral care at Downside. “A crisis always throws up challenges and a global pandemic gave us numerous opportunities for growth and development. Having to quickly learn new technology was both exciting and exhausting and everyone learnt from each other; everyone was a learner and everyone was a teacher. “We were all constantly trying to build on what we had mastered the daa before to find new waas to improve remote teaching and learning to ensure nobody was left behind and we were all giving the best possible experience we could deliver. There were so many positives to come out of the situation, many of which will continue into the future.”

CLOCKWISE FROM ABOVE; Teachers from St Mark’s were overwhelmed with the effort their pupils made on ‘Thank a Teacher Day’ in May; hand sanitisers are installed in Bath Academy’s hallways; Sheldon School teachers put together a ‘we miss you’ video for their students; many pupils like Joe from KES helped raise money for good causes like the NHS

DIRECTORY For the most up-to-date information please check directly with the schools

ALL HALLOWS PREP SCHOOL, Cranmore Hall, East Cranmore, Shepton Mallet, BA4 4SF. tel: 01749 881609; email: admissions@allhallowsschool.co.uk; www.allhallowsschool.co.uk

BATH ACADEMY, 27 Queen Square, Bath, BA1 2HX. tel: 01225 334 577; email:info@bathacademy.co.uk; www.bathacademy.co.uk

BATH COLLEGE, Avon St, Bath BA1 1UP. tel: 01225 328720; email: info@bathcollege. ac.uk; www.bathcollege.ac.uk

BEECHEN CLIFF SCHOOL, Kipling Avenue, Bath BA2 4RE. tel: 01225 480466; email: headmaster@beechencliff.org.uk; www.beechencliff.org.uk DOWNSIDE SCHOOL, Stratton-on-theFosse, Bath, Somerset, BA3 4RJ. tel: 01761 235103; email: admissions@downside.co.uk; www.downside.co.uk

HAYESFIELD GIRLS’ SCHOOL, Brougham Hayes, Bath BA2 3QX. tel: 01225 426151; email: information@hayesfield.com; www.hayesfield.com

KING EDWARD’S SCHOOL, North Road, Bath BA2 6HU. tel 01225 464 313; email: reception@kesbath.com; www.kesbath.com

KINGSWOOD SCHOOL, Lansdown Road, Bath BA1 5RG. tel: 01225 734460; email: kpsreception@kingswood.bath.sch.uk; www.kingswood.bath.sch.uk

MONKTON COMBE SCHOOL, Church Lane, Monkton Combe, Bath, BA2 7HG. tel: 01225 721 141; email:admissions@monkton.org.uk; www.monktoncombeschool.com RALPH ALLEN SCHOOL, Claverton Down Road, Bath, BA2 7AD. tel:01225 832936; email: enquiries@ralphallenschool.com; www.ralphallenschool.com

SAINT GREGORY’S CATHOLIC COLLEGE, Combe Hay Lane, Bath BA2 8PA. tel: 01225 832873; email: stgregorys_sec@bathnes.gov. uk; www.st-gregorys.org.uk

ST MARGARET’S PREPARATORY SCHOOL, 63 Curzon Street, Calne SN11 0DF. tel: 01249 857220; email: office@stmargaretsprep.org. uk; www.stmargaretsprep.org.uk

ST MARK’S SCHOOL, Baytree Road, Larkhall, Bath BA1 6ND. tel: 01225 312661; email: info@st-marks.org.uk; www.st-marks.org.uk

SHELDON SCHOOL, Hardenhuish Lane, Chippenham SN14 6HJ; tel: 01249 766020; email: admin@sheldonschool.co.uk; www.sheldonschool.co.uk

RE-GENERATION

Bath’s young adults share their thoughts and experiences on lockdown Interviews by Genevieve Rose

Genevieve Rose, aged 17, Prior Park College student “At the beginning of the lockdown period I had an inward focus. How could I spend my time wisely? How could I use this time to grow? How could I be the best I could be? I started by trying to work on myself, I exercised every day, walked the dog, hydrated regularly, ate better and cleaner, spent time with my family, connected with my friends over Facetime and focused on my online schooling.

However, as soon as ‘half term’ rolled around, it all stopped. I couldn’t sustain this hyper-productive lifestyle. I had lost my place in the unspoSen competition of eٻcienca. I became unmotivated laba tired and depressive.

Then the world around me began to change and there was an increased awareness on the environment and the Black Lives Matter campaign. I decided to pour my energy into helping the cause, so began reading, educating myself, sharing information, donating, signing petitions and showing support in any way I can. In a time where the divisions of the world have never felt deeper to me, I have never felt more connected with people who are diٺerent to me. I have never been this engaged in the world. It’s great.”

Delilah, age 19, attends University of Birmingham “Since coming home for lockdown, I’ve woken up early and exercised for two hours at least once a day, followed a vegetarian/ vegan diet, done some uni work and mostly arty things – however I initially found I had nothing to do around 4 o’clock onwards.

So I’ve been doing some embroidery, painted my wall into a massive sun, made some jewellery, painted a picture for my grandma in my mother’s art studio and tried to learn the bass guitar.”

2asXer, aOeL , Beechen +liٺ; chool “Being at home all day has meant that I have helped around the house far more than before. I have learned to cook, and my omelettes and mashed potato have rapidly become family favourites. I have even manoeuvred the vacuum cleaner around the house. We do not have a television, but we all come together in the evenings for a meal and have passionate debates around the kitchen table about all sorts of topics, but particularly politics and history. I have also started learning Arabic.

As for the future, I fear that the virus will change things for ever. I fear there will be a collapse of society and am worried about threats to free speech and increasing censorship. I hope I am wrong and will do everything I can to ensure we can live in a free and tolerant society.”

:ufus, aOeL , Beechen +liٺ; chool “A major negative factor was loneliness, as being 17 we take for granted our freedom and seeing our friends and loved ones. Lockdown was challenging due to the abrupt stripping of this luxury and the quick realisation of how important my friends and loved ones who I could not see are.”

Hero, aged 17, Prior Park College ¹<he most diٻcult thing has been the isolation from friends and falling out of routine. While I was lucky enough to have supportive teachers conducting online lessons, it was nowhere near the level of structure that I am used to. Trouble is that due to the online schooling primarily, you end up falling into a vicious cycle of spending all day online because of work and then going online again in the evenings to watch films or shows to unwind which leads to a massive rise in screen time.

However I have had a lot more time to think about my future and do research, and as a result I have actually changed my plans in terms of university. Instead of languages, I have decided to study International Relations instead. I then intend to follow this up with a three-year short commission in the armed forces, hopefully working in the Intelligence Corps.” n

A force for good

ST MARK’S SCHOOL, BATH seeks to provide excellence in education as a mixed comprehensive school rooted in Christian values

The vision of St Mark's is to promote self-worth, inspiring their students to live well, achieve their goals and be a force for good in their school and in the world. They are committed to providing a challenging yet supportive ethos pursued through the school values of Ambition, Resilience and Community. St Mark’s is a caring, respectful, inclusive community, where they:

• Provide a broad and challenging curriculum that inspires students to strive for academic excellence, cultivating a desire for students to learn and take risks. • Develop the values of Aspiration, Resilience and Community in students so that they act as a force for good in their school and in the world. • Recognise, nurture and celebrate the unique gifts and talents of their students within the ‘family feel’ of the school so that they become confident and fulfilled young adults. Feedback from parents is exceptional, as quoted by one parent: ”The communication from all teachers is absolutely fantastic, and the individual support for students and parents at St Mark's is outstanding.”

St Mark’s School is at the beginning of an exciting new chapter for the school community. They continue to build on their successes and progress their improvement programme, which will benefit all students, both inside and outside the classroom. As a member of the Midsomer Norton Schools Partnership, they work together as a Multi-Academy Trust (MAT) across county boundaries, which means St Mark’s School benefits from shared expertise and resources, as well as the opportunity to collaborate and share good practice with six other secondary schools and their staff teams. n

It is a fantastic time to be considering St Mark’s School for the next part of your child’s education. Tune in to their virtual Open Event available on the school website from the 21 September 2020 to  nd out more. For information about school admissions call 01225 312661 or visit www.st-marks.org.uk/Admissions

FOOD & DRINK

SN A P SH OT S O F BAT H ’S FO O D SC E N E

Andy Salmon’s first milk vending machine was outside the farm gate

MILK ON DEMAND Green Park Station is now home to *ath¼s first milS vending machine. Aou can bua a one litre glass bottle with a screw top which aou fill up taSe home, wash and – hopefully – repeat. It’s eco-friendly, locally sourced and altogether really quite cool.

The milk vending machine is the brainchild of Andy Salmon, whose family has worked Bullsbridge Farm near Frome for 80 years. He set up the first vending machine three aears ago Rust outside the farm gate for locals to get their hands on milk produced and pasteurised on their doorsteps. “It was clear from the moment we installed the first vending machine on the farm that people were keen to find out what realla fresh milS from the farm tastes like,” says Andy. “The feedback we have received has been fantastic and the fact that they keep coming bacS for more has given us the confidence to grow our business and oٺer our milS to the people of *ath.º The milk is Pasture Promise assured too, which means Andy’s cows are grazed for a minimum of 180 days a year – that’s 18 hours a day.

Now in Green Park Station For more: @tytheringtonmilkstation on Facebook FOOD FOR ALL Bath has a new foodbank. Vegans Against World Hunger set up the Bath Vegan Food Bank in May, after the impact of Covid-19 led to an unprecedented rise in need. Everything the food bank provides is vegan, from food to other essential items like toiletries and household cleaning products, but you don’t need to be vegan to access the service · it¼s open to anaone struggling financialla in *) BA2, BA3 or BS31 postcode areas.

They’re currently in need of more Bath-based volunteers to collect, deliver, sort and pack food parcels, as well as volunteers to collect food from local neighbourhoods on a contact-free basis. If you’d like to get involved there’s more information on their website. For more: To donate food and supplies: there are collection boxes in The Vegan Café on Moorland Road, Newleaf Healthfoods on Shaftesbury Road and Seasons Natural Health Store on George Street. To apply for help: call 07367 400636, from 10am-2pm Monday-Friday or email info@vegansagainstworldhunger.org. www.vegansagainstworldhunger.org

BVFB Volunteers

Cheese your own

NOTHING GETS CHEDDAR THAN THIS

Loved the ‘Isolation Bundles’ from Cheddar Gorge Cheese Company during lockdown? Fear not – they are set to continue. The folks at Cheddar have launched two new ‘Cheese Your Own’ bundles for cheese lovers. Choose from a selection of two bundles, each of which allows you to pick from a vast array of options, from the classic Cave Matured +heddar to their more adventurousla Æavoured options. Aou can buy them online for swift home delivery, or pop into the newly designed shop, complete with tasting bar. For more: www.cheddaronline.co.uk