Did We Fail to Prepare for School Closures During Covid?

The former First Minister of Wales, Mark Drakeford, has testified to the UK Covid-19 Inquiry that preparations for closing schools at the onset of the coronavirus pandemic were inadequate. He emphasised that the Welsh government focused predominantly on keeping schools operational until the last moment, highlighting the need for better planning and readiness for an unprecedented crisis.

Last updated: 25 October 2023 (BST)

What’s happening now

The UK Covid-19 Inquiry is currently examining the impact of the pandemic on children and young people, with a focus on the decisions made regarding school closures. As part of this inquiry, Mark Drakeford's testimony sheds light on the Welsh government's approach during the early stages of the pandemic. His admission of inadequate preparations raises questions about the effectiveness of crisis management in the education sector and highlights ongoing concerns regarding the long-term effects of school closures on students.

Key takeaways

Mark Drakeford acknowledged inadequate preparations for school closures in March 2020.
The Welsh government's focus was on keeping schools open until just before the closure announcement.
Schools only closed for most pupils on 20 March 2020, with limited provisions for vulnerable children and key workers.
Trade unions raised concerns about amendments to the school year, impacting staff contracts.
Long-term effects on attendance and academic standards are still being felt in schools today.

Timeline: how we got here

Understanding the timeline of events leading up to and following the school closures in Wales provides crucial context for evaluating the government's response:

February 2020: Discussions about the potential need for school closures begin as the threat of Covid-19 escalates.
16 March 2020: Initial advice from health officials still supports keeping schools open.
18 March 2020: Announcement made by the Welsh government that schools will close for most pupils starting 20 March 2020.
29 June 2020: Limited return of pupils to schools begins.
September 2020: Full return to schools is implemented.
December 2020: Schools transition to online learning due to rising Covid-19 cases.
February 2021: Gradual return of pupils, with secondary schools fully reopening by April 2021.

What’s new vs what’s known

New today/this week

Drakeford's testimony during the inquiry has revealed significant insights into the decision-making process during the pandemic. His acknowledgment of inadequate preparations emphasises the need for reflection on crisis management practices in education.

What was already established

It was previously known that the Welsh government, like many others, struggled with the rapid onset of the pandemic and its implications for the education system. The chaos surrounding exam grading and the impact on students had already been documented.

Impact for the UK

Consumers and households

The closure of schools had immediate implications for families, affecting childcare arrangements and work-life balance. Parents of vulnerable children and key workers faced additional pressures, with many struggling to find adequate support.

Businesses and jobs

With schools closed, many parents had to adjust their work schedules or take leave, impacting productivity across various sectors. The education sector itself faced challenges with staffing and resource allocation, complicating the transition to remote learning.

Policy and regulation

The inquiry's findings may inform future policies regarding education and crisis preparedness. The Welsh government's approach to school closures may prompt discussions about the adequacy of current policies and the need for reforms in the education system.

Numbers that matter

3 months: Duration of school closures from March to June 2020.
20 March 2020: Date when schools closed for most pupils in Wales.
48 hours: Timeframe within which the decision to close schools became a "probability."
5-10%: Estimated attendance rate of vulnerable children in school hubs during closures.
April 2021: Month when all secondary pupils returned full-time to school.

Definitions and jargon buster

Key workers: Individuals whose jobs are considered essential to the functioning of society, such as healthcare workers, police, and firefighters.
Vulnerable children: Children who may require additional support due to various circumstances, such as those in care or with special educational needs.
Algorithm for grades: A statistical model used by examination boards to determine students' grades based on previous data, which faced criticism during the pandemic.

How to think about the next steps

Near term (0–4 weeks)

As the inquiry continues, expect more testimonies that could lead to further revelations about the decisions made during the pandemic. Stakeholders in education may begin discussions on improving crisis management protocols.

Medium term (1–6 months)

Long-term strategies for educational reform may emerge, focusing on enhancing resilience in the face of future disruptions. This could include proposals for changes to the school year and adjustments to educational policies.

Signals to watch

Further findings from the UK Covid-19 Inquiry and their implications for education.
Government announcements on educational reforms or policy changes.
Trends in student attendance and academic performance in the aftermath of the pandemic.

Practical guidance

Do

Stay informed about developments from the inquiry that may affect education policy.
Engage with local educational authorities on issues regarding school performance and resources.
Monitor your child's academic progress and support learning at home where necessary.

Don’t

Ignore signs of academic struggle in children; seek help if needed.
Assume that past disruptions will not have a long-term impact on education.
Dismiss the importance of advocating for educational reforms.

Checklist

Assess your child’s current academic performance and engagement.
Explore available resources for additional learning support.
Stay updated on government policies regarding education.
Discuss with educators about potential changes coming from the inquiry.
Engage with community discussions on educational practices post-pandemic.

Risks, caveats, and uncertainties

While the inquiry is uncovering valuable insights, much remains uncertain. The impacts of decisions made during the pandemic may not be fully realised for years. Furthermore, the complexities of educational reform may lead to varied outcomes based on differing regional policies and local governance structures.

Bottom line

Mark Drakeford's testimony underscores the critical need for better preparedness in educational settings during crises. As the UK Covid-19 Inquiry progresses, it is essential for stakeholders to learn from past mistakes and implement effective strategies that ensure educational resilience for future generations.

FAQs

What were the main reasons for school closures in Wales during the pandemic?

The primary reason for school closures was to prevent the spread of Covid-19, following health advice that shifted towards prioritising public safety as the pandemic escalated.

How did the closure of schools impact students in Wales?

The closure of schools led to significant disruptions in education, resulting in lower attendance rates and challenges in maintaining academic standards, which are still being addressed today.

What steps are being taken to improve school preparedness for future crises?

Ongoing discussions from the UK Covid-19 Inquiry may lead to reforms in educational policies, focusing on better crisis management and the adaptation of school structures to enhance resilience.