It was 1918 when Spanish Flu raced across the country and, just like today, schools were closed to protect the population. When the unthinkable happened, and the same order was received just over a century later, many people were unsure how education would continue, and the impact closures would have on children’s engagement and learning. A different approach has been needed to ensure that pupils and parents were satisfied with the teaching and learning provision offered.

The plans for remote learning were in place at Oswestry School long before this pandemic, with a cloud-based IT system in place for the past five years. By late January, there was an inkling of what was to come and, with most pupils already able to access and use the technology, it was only the youngest of children, Year 3 and below, who needed support. 

During the last week before lockdown, teachers gave children intensive tuition in the use of the Google Education Suite and, after witnessing the success of live lessons, children in Reception, and Years 1 and 2, were able to access a programme of live, interactive lessons. With all files on Google Drive, the sharing of resources has been simple, and security and safeguarding in the Google environment second to none. Pupils and teachers have been able to work with the confidence that they are not at risk from hacking or intrusion.

Although there is an expectation of digital competence at Oswestry School, some teachers, inevitably, are more skilled than others, and became digital ambassadors, holding group and individual tutorials to upskill their peers.
In the first few weeks of remote learning, one of the challenges the school faced was pupil access to the internet. Shropshire is a beautiful county, but with many children living in rural communities they struggled to access live lesson streams. Teachers responded by recording sessions so that pupils could engage when their bandwidth was stable. 

“Our teachers have been dedicated from the outset to making remote learning the best possible experience for our pupils”, said Alison Sefton, Deputy Head Academic. “The pupils have got involved and made the most of the situation”.

By far the biggest challenge though has been trying to piece together fragmented and slow directives from the government. Almost in real time, Oswestry School leaders have watched a Downing Street briefing and had to build a response to forward to parents.

Community is at the forefront for schools and this lockdown period has seen interactions change. Clicking into a lesson isn’t quite the same as walking into a classroom of chatting pupils. Car park chats with parents, a cup of tea with a sixth former looking at university applications, these natural interactions are all missing; something that is difficult for both pupils and teachers alike.

But, as with every difficulty, there have been moments of joy. Despite the school being dispersed, Oswestry School has still managed to maintain the feeling of community with weekly assemblies, class meets, and fun live sessions. Teachers and pupils have come together in adversity; it shows their strength.

Keeping everyone within the school community informed of changes has been a mammoth task. At ‘peak’ lockdown, the Headmaster was communicating daily with parents; currently there is a weekly update sent out regarding plans and concerns. Answering FAQs, summarising voiced concerns, and holding online meetings for parents, have ensured that everyone can hear answers directly from the Headmaster or Head of Bellan. Virtual parents’ evenings have taken place, there has been a virtual open morning, and planned are transition events, sports day, and the culmination of the School’s academic year, Speech Day.

And out of adversity comes opportunity. The ‘greater use of technology’ has not been such a stretch for Oswestry School, but lessons have been learned, and new and better ways found. With social distancing and travel restrictions still in place for some time, the School will need to offer a ‘blended’ approach to teaching and learning; in the classroom and online. However, nothing beats face-to-face classroom contact. It is these personal interactions, and small class settings, that can provide the very best support for all pupils.
So what does the future hold? Oswestry School can’t answer that at the moment. They have a Plan A, that is for a full return to school, but with some forms of social distancing in place, but Plan B, or C, may yet be the one that is implemented. The school has signed up to the Boarding School’s Association (BSA) Covid-Safe Charter, an industry-wide standard that will set out the School’s actions. It may be that some forms of online teaching will be essential for some year groups, but if so, the school’s ‘blended’ approach will provide the best of both types of teaching; safety and progression.

“Our approach to learning has ensured that children from Reception to Year 6 have continued to make academic progress”, said Claire Belk, Head of Bellan House. “By being able to communicate and receive feedback from their teachers via video links, live lessons, or the safe chat ‘Hangouts’, the children have overcome problems and been protected from the sense of isolation suffered by so many at this time. A unified approach in Bellan House and the Senior School has allowed pupils to feel part of an active school community, even though they are dispersed”.

Headmaster, Julian Noad, agrees with this comment, “The strength of our community has been demonstrated. Pupils, their parents, and our teachers have responded to the crisis magnificently; the latter have never worked so hard in their teaching. While we miss the day to day personal interactions, we know that our community is doing its bit to beat the virus. I am proud of them all”.