Reintegrating into Presential School
It actually felt like my first day at BCB on Aug 16th, though I had joined a year back. For the first time, I saw most of the students, used a notebook and pen after a long time and actually had face to face conversations with my colleagues and students. Laughter, chatter, moving of furniture as the students settled into their classrooms all felt new but exciting. I know for a fact that the PE, ART and Science teachers were the most jubilant as finally they could actually do some actual practical teaching.
It actually felt like my first day at BCB on Aug 16th, though I had joined a year back. For the first time, I saw most of the students, used a notebook and pen after a long time and actually had face to face conversations with my colleagues and students. Laughter, chatter, moving of furniture as the students settled into their classrooms all felt new but exciting. I know for a fact that the PE, ART and Science teachers were the most jubilant as finally they could actually do some actual practical teaching.
Nevertheless, returning to full physical school brings with it many challenges. Students have been home online for many months and returning to school especially for the new students joining secondary can cause some anxiety. Even teachers and families can struggle with the ‘normal’ returning to our schools. Restrictions post pandemic like wearing masks and keeping social distance continue to remind us of the uncertainty a pandemic can bring to our lives especially our students.
Supporting this reintegration into presential school is a collaboration between families and the school. This was the focus of the coffee morning with Key Stage 3 parents in secondary this week. By implementing and introducing numerous strategies both at school and home, our students can be assured a successful and smooth reintegration.
At the secondary level, assemblies focusing on the Approaches to Learning (ATL) and Learner Profile (LP) discuss and inculcate essential attributes for academic and personal successes as students approach exam years. Personal Social Health Education (PSHE) weekly lessons with form tutors, provide opportunities to look at concerns students might be facing and then look for solutions and strategies to cope and succeed.
Extra curricular activities that will begin in September will offer multiple opportunities for our students will support students in finding positive outlets for post pandemic stresses while helping them learn the “value of teamwork, individual and group responsibility, physical strength, endurance, healthy competition and a sense of culture and community” (National Centre for Education Statistics).
Continual Professional development sessions and weekly meetings ensure that the Pastoral and Academic teams are informed and equipped with the resources to support our students in these very new and different educational settings.
Despite this, the involvement of families is integral to the success of our students. Families can support the school by staying updated about what's happening at school by regularly checking email correspondence sent by teachers or and leadership.
Making the time to attend coffee morning sessions is a great platform for parents to stay engaged with the child’s learning and also a great way for the school to get instant feedback. At home, setting routines and reducing sources of distraction such as social media and instead having more quality dinner table conversations will ensure the child feels supported. Inculcating a growth mindset that is resilient and flexible to change is crucial to supporting a smooth transition back into school.
As the year progresses, I look forward to the loud chatter of students talking about classes and the latest tik-toks in the corridors (perhaps) whilst our teachers impart a world class education in our classrooms, in what we can consider- the new ‘normal’.
