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Please note, this webinar has now been archived. The information contained in this webinar was correct at the time of publishing. Please see current government guidance on COVID-19 on the www.gov.uk webpage. Try searching again to find more recent webinars in line with current guidance.
On the 11th May, the DfE released their guidance for schools, colleges and early years providers on what actions they need to take to ensure they are ready for reopening on 1st June.
The guidance provides detailed information on the next steps schools should take in preparation for the first phase of wider reopening and covers the priority issues that schools are likely to encounter during implementation.
It also signposts their supplementary guidance ‘Coronavirus (COVID-19): implementing protective measures in education and childcare settings’ which explores how schools should ensure effective risk and infection control and the measures they should take both before and after reopening.
In this video update John Rees, an experienced teacher, trainer and consultant with more than 25 years educational leadership experience, will discuss what guidance documents mean for schools and colleges and how they will be expected to adhere to government policy around COVID-19 within their educational setting.
Disclaimer: Due to the nature of the current climate and in light of ongoing government policy review, please continue to check the latest DfE guidance on COVID-19 here.
This webinar will provide senior leaders, headteachers and all school staff with practical guidance and support on what actions they should be taking to remain open in response to COVID-19 and local and national restrictions.
In this video update John Rees, an experienced teacher, trainer and consultant with more than 25 years educational leadership experience, will discuss what the guidance document means for schools and colleges and how they will be expected to adapt to changes in the tier system.
In this webinar, Alex Grady, Education Officer for nasen, will explore the different areas of potential impact that children with SEND are likely to have experienced and what schools can do to ensure a smooth transition.
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