POST LOCKDOWN

HANDBOOK

HOW SCHOOLS CAN LEAD

IN A POST LOCKDOWN
WORLD

Date of Release: 30th May, 2020 | Version 1 | © Leadership Boulevard Private Limited, the organization behind LEAD School |
 Dear School Owners and Principals
Charles Darwin is rumoured to have said that it is not the smartest or most intelligent species that survive. But it is the one that
adapts the fastest to change. We are in the midst of unprecedented change. Covid-19 and the subsequent lockdown has
changed the dynamics of schooling, teaching and learning. Schools and school buildings have become two different things.
Online learning has become mainstream. Parents are confused and uncertain about what to do. So are school owners.

When there is uncertainty, chaos and rapid change, most people merely react or wait for things to settle down. Leaders, on the
other hand, lead the change. They start connecting the dots, they start driving clarity and they start to paint a picture of the
future as they see it.

In this handbook, we have tried to do precisely this. In order to help schools prepare for a Post-Lockdown world, we have looked
at guidelines from reputed bodies such as UNICEF, we have learnt from countries that have re-opened schools, we have
discussed ideas from over 800 school owners and put together a handbook that can guide schools as they plan to re-open post
Lockdown. We invite you to read this, use this and make it better by sending your suggestions to [email protected] or call or
Whatsapp us on 86828 33333. We will incorporate your comments and release updated versions periodically.

I hope you will put this handbook to good use to take care of the safety of your students and staff and deliver excellent high
quality learning in your schools

Best Wishes,
Sumeet Yashpal Mehta
Co-Founder and Chief Executive Officer
LEAD School

This document is shared for public use under the CC-BY-NC-ND License terms.
CC BY-NC-ND: This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as
attribution is given to the creator.
CC BY-NC-ND includes the following elements:
BY – Credit must be given to the creator

NC – Only noncommercial uses of the work are permitted

ND – No derivatives or adaptations of the work are permitted

 TABLE OF CONTENTS

A. About COVID - 19
B. Schools in a Post-Lockdown World
C. Challenges for Schools Post Lockdown
D. Strategies and Protocols for Schools Post Lockdown
D.1. Learning Strategy
D.2. School Operations Strategy
D.3. Health and Hygiene Protocols
D.4. Medical Support at Schools
D.5. Roles and Responsibilities

APPENDIX
A. School Reopening Checklist
B. School Cleaning Schedule
A About COVID - 19 - From UNICEF India

What is a ‘Novel’ coronavirus?

A novel coronavirus (CoV) is a new strain of coronavirus.

The disease caused by the novel coronavirus, first identified in Wuhan, China, has been
named coronavirus disease 2019 (COVID-19) – ‘CO’ stands for corona, ‘VI’ for virus, and
‘D’ for disease.

Formerly, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019-nCoV.’

This virus (from hereon referred to as COVID-19) is a new virus but linked to the same
family of viruses as Severe Acute Respiratory Syndrome (SARS) and some types of
common cold.

How does COVID-19 spread?

The virus is transmitted through direct contact with respiratory droplets of an infected
person (generated through coughing and sneezing), and by touching surfaces which are
contaminated with the virus. COVID-19 may survive on surfaces for several hours, but
simple disinfectants can kill it.
A About COVID - 19 - From UNICEF India

What are the symptoms of coronavirus?

Symptoms can include fever, cough and shortness of breath. In more severe cases, the infection can cause
pneumonia or breathing difficulties. More rarely, the disease can be fatal.

These symptoms are similar to the flu (influenza) or the common cold, which are a lot more common than
COVID-19. This is why testing is required to confirm if someone has COVID-19. It’s important to remember that
key preventive measures are the same – frequent hand washing, and respiratory hygiene (cover your cough or
sneeze with a flexed elbow or tissue, then throw away the tissue into a closed bin).

Does COVID-19 affect children?

This is a new virus and we do not know enough yet about how it affects children or pregnant women. We know it
is possible for people of any age to be infected by the virus, but so far there have been relatively few cases of
COVID-19 reported among children. The virus is fatal in rare cases with so far mainly among older people with
pre-existing medical conditions.
B Schools in a Post-Lockdown World

At the outset, let it be stated that there is no post-COVID-19 world. There is only a post-lockdown world. The virus is here to stay
and we will need to learn to live with it. As yet, there is no vaccine that has been invented for COVID-19. The latest estimate is that
it may be available in 6 months to 1 year. However, for this vaccine to reach 1.3 billion people across the country, it could possibly
take another year post the release of vaccine.

So, in the post-Lockdown world, schools need to work together with parents, communities, education departments and local
governments to create safe and healthy environments of learning and working for students, teachers and staff.

A post-lockdown world will look different from the pre-lockdown for schools and school owners -

1. Increased concern around safety among students, teachers, staff and most of all, parents.
2. Fear of sending students to school among parents or of sending staff among families.
3. Frequent interruptions because of:
a. Change in the zone status (red/yellow/green) of a particular school area leading to shutdown of the school buildings
in the area.
b. A second outburst of COVID-19 leading to state-wide shutdown of schools.
c. Quarantine of teachers, students, staff or an entire class due to contact tracing of a COVID-19 positive case.
d. Student absenteeism due to migration.
4. Following government regulations on social distancing, health and hygiene.
5. Students being at home for some part of the academic year.

The above realities will throw new challenges for schools in the post-lockdown world.
C Challenges for Schools Post Lockdown

1 Ensuring Uninterrupted Learning for all Students

Since the COVID-19 virus is here to stay, it will mean that certain parts of the country will repeatedly go
into lockdowns of shorter durations, whenever necessary, if there is an increase in virus. Governments
will be proactive and will shut down schools or parts of a school multiple times during the current and
the next academic year. It is important that schools factor this into account while planning their
operations and ensure that there is no learning loss during these multiple interruptions.

2 Delivering High Quality Learning in all Circumstances

Delivering high quality learning will continue to be one of the top parental expectations from schools
during these frequent interruptions. With the limited income that parents receive, they will choose to
send their children to schools which are innovative and can adapt to any challenges. Therefore, schools
need to make choices that will ensure that student learning is given high priority.
C Challenges for Schools Post Lockdown

3 Ensuring Student and Staff Safety

Schools will be under the media spotlight post-lockdown. Even one case of COVID-19 found in the school
may result in the school and its safety protocols coming into the radar of the authorities. Parents may
decide to not send their children to school, or worse, move them to another school. It is therefore
imperative that schools rigorously follow the safety protocols and constantly communicate with parents
to ensure student and staff safety.

4 Managing Increased Costs

Enforcing safety protocols in schools which includes fewer number of students in a class, increasing
teaching and non-teaching staff, investing in cleaning material, sanitizers and personal protective
equipment (masks, gloves etc.) will result in increased spending. Due to the current economic and social
climate, schools may not be in a position to force parents to pay school fees, resulting in reduced
income. Increase in expenditure and quality safety expectations from parents and reduced income will
mean schools will have to find innovative and prudent ways to manage their costs.
D Strategies and Protocols for Schools in a Post-lockdown
World

1 LEARNING STRATEGY

2 SCHOOL OPERATIONS STRATEGY

Schools need to make robust strategies and
plans to successfully operate in the
post-lockdown world. The post-lockdown
period might extend for the next 2 years until a 3 HEALTH AND HYGIENE PROTOCOLS
vaccine is widely available or a treatment is
found. This necessitates the employment of
strategies across every aspect of schools:
4 MEDICAL SUPPORT AT SCHOOL

5 ROLES AND RESPONSIBILITIES

D Strategies and Protocols for Schools in a Post-lockdown
World

D.1. LEARNING STRATEGY

Schools will do well to adopt an ‘integrated online-offline’ strategy to succeed in the post-lockdown world. This will
ensure that schools are able to overcome the first two challenges of preventing learning loss due to frequent
interruptions and delivering high quality learning in all circumstances.

What is an integrated online-offline strategy?

An integrated online-offline strategy means that student learning will happen through a combination of learning at
home (hereafter referred to as ‘online’) and learning at school (hereafter referred to as ‘offline’). When students
come to school, their teachers teach them from the same curriculum and lesson plans and when they stay at home,
they can continue from where the teacher left off at school. The student experiences zero loss or interruption in
learning, irrespective of whether school building is open or not.

The benefit of an integrated online-offline strategy is high student achievement without any loss in learning
coverage or syllabus. In the absence of an integrated online-offline strategy, students will miss out on learning when
the school is interrupted. Also, if there is online learning but it is not integrated with offline learning, students will
struggle to see continuity and coherence in everything they are learning.

The basic requirement for an integrated online-offline strategy is a technological system that coordinates the online
with the offline. Achieving this is very difficult without technology. However, the technology doesn’t have to be
complicated. A simple cloud-based system can ensure that all stakeholders access the same material irrespective of
where they are located.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

A. School timings, attendance norms and time-table
Schools should plan for social distancing while planning timings, time-table and attendance norms. Every classroom
currently accommodates around 35-50 students. In order to maintain social distancing norms, we will need 12-16 sq
ft per student, translating to 20-24 students in a 300-500 sq ft classroom (leaving out space for the teacher). The
unit of social distancing is the classroom, not just the school. Therefore, every classroom will need clear structures
and processes to achieve social distancing.

This creates two options for schools:

1. Alternate-day school - Half a class comes on one day and the other half comes on the other day. This can be
done in two ways:
a. The half that stays at home attends school from home. This way, there is no learning loss. Students
can complete their syllabus and parents get the value of a full of full-year of learning.
b. The half that stays at home just does homework, assignments etc. Learning only happens in school.
This way, there is learning loss in times of unexpected shutdowns or interruptions since learning is
dependent on school being open. Parents do not get the value of a full-year of learning.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

2. Double-shift school - One form that the double-shift system takes is half the students from each class
attending school in the morning and the other half attending in the evening. This option looks great on paper
but has two challenges:
a. In case of frequent interruptions, there will be learning loss because learning is dependent on school
being open.
b. School’s operating cost will go up in order to run two shifts for the same total number of students.

The other form of the double-shift system is lower classes (primary school) attending in the morning and higher
classes (middle/high school) attending in the evening. But this is unlikely to work because if there are 40 students in
a class, social distancing norms would permit no more than 20 at a time. This will mean that the class has to be split
into two separate rooms, requiring two teachers instead of one, or one half sits idle outside the class and they take
turns. Neither of which are ideal options for learning and the logistics are extremely tedious.

Based on the above, it is prudent for schools to run on alternate days with tasks clearly demarcated for offline days
and online days. If schools have an integrated online-offline strategy in place, they will be able to manage alternate
day school seamlessly without any hiccups.

A sample time table for such a school can look like this:

Mon Tue Wed Thurs Fri Sat

First 50% of Offline at Online at Offline at Online at Offline at Online at

class School Home School Home School Home

Second 50% Online at Offline at Online at Offline at Online at Offline at

of class Home School Home School Home School
D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

B. Academic Year Planning
a. Many state governments are exploring the possibility of schools reopening in the month of August or
September.
b. Schools should start their academic year latest by June-end, even if they have to begin online in order
to complete a full-year of academic curriculum. This is critical because learning is sequential and any
loss in one year shows up as gaps later.
c. Despite government circulars to reduce the syllabus, schools should aim to complete one full-year of
curriculum for each class to avoid learning loss.
d. Schools that have already started their academic year in April or May with online classes will be in a
good position to complete a full-year of curriculum comfortably. Administrators should re-work the
academic calendar of the year.
e. Schools should aim to increase the number of teaching days and reduce the number of holidays.
Schools can also extend the academic year to complete the lessons, if needed.
f. Assessments have to be planned well in advance. Schools should consider staggered assessments
(different students taking it at different times) and also a combination of online and offline
assessments.
g. School events and functions can be either avoided entirely or done in a different manner to avoid
crowds.
h. Schools should build in enough days in the annual calendar for revision and remedials.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

C. Classroom seating arrangement
a. Social distancing norms should be maintained at all times. The WHO and UNICEF recommend a
distance of 6 ft between two students when they are sitting or standing.
b. The ideal situation is to have a single table and chair for each student and maintain a distance of 6ft.
c. If this is not possible:
- Have only one student on each bench. If the bench is long then two students can sit while
maintaining the expected distance.
- Ask students to remove shoes outside class and sit on mats which are 6 feet apart. However,
please bear in mind that this may spark concerns about hygiene among students. Parents
should be aligned on this idea as they may not want their children to sit on the floor.

Some sample seating arrangements based on different options of seating available:

Single Chairs:
D Strategies and Protocols for Schools in a Post-lockdown
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D.2. SCHOOL OPERATIONS STRATEGY

Long-bench arrangement (‘X’ represents an empty spot):

Short-bench arrangement (‘X’ represents an empty spot):

D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

D. Management and monitoring of absenteeism
a. Schools will have to review their leave policy for all staff.
b. Schools will have to encourage teachers and students to stay at home if they are unwell or show
symptoms of illness.
c. Attendance percentages in lower classes will be less as they have the tendency to fall sick often.
Parents may also not send their children as they may fear the virus.
d. Schools should, therefore, have online learning options available for such students so that they don’t
miss learning, even if they are at home.
e. Schools will have to identify critical roles in the school and train people to take care of their
responsibilities if they are on leave.
f. Schools will have to be prepared for staff being absent for short periods like a day or sometimes for 14
days as recommended by the government.
g. Finding substitute teachers to continue teaching where the teacher left off will be difficult. This loss of
time will again affect the completion of syllabus and the academic calendar. Online learning options
will be helpful in such situations.
h. Schools will also have to be ready to replace teachers who may have to take care of family needs if the
situation worsens.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.2. SCHOOL OPERATIONS STRATEGY

E. Games and other physical activities
a. Schools will be forced to cut the number of games and physical activity classes per week as they focus
on completing the syllabus and staying safe.
b. All contact sports will have to be discouraged.
c. All students should wear masks and wash their hands before and after the games’ class.
d. Classes will have to be split into smaller groups unless the school has a large facility.
e. PE teachers and other staff should constantly monitor whether students are maintaining the social
distancing norms.
f. All equipment should be cleaned by using a disinfectant so that it is safe for other students to use.

Types of non-contact games and Games with minimal contact

activities that might be ok: that might be ok:
Yoga and pranayama Throwing and catching a ball
Aerobics Volleyball, Throwball, Dodgeball
Hopscotch Badminton, Table-tennis, tennis
Athletics Cricket, Baseball
Chess, carrom and other board games
Crossfit and floor exercises
Indoor - Verbal and thinking games
D Strategies and Protocols for Schools in a Post-lockdown
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D.3. HEALTH AND HYGIENE PROTOCOLS

Schools will need to have comprehensive Health & Hygiene protocols to prevent the spread of COVID -19 in schools.
[Refer Appendix B]

1. Sanitization and health measures to be enforced in schools

➔ All classrooms (desks, toys, door knobs etc.), staff rooms and common areas should be cleaned every
day with disinfectants. WHO recommends 70% ethyl alcohol to disinfect small surface areas and
equipment, or sodium hypochlorite 0.1% for disinfecting surfaces.
➔ These areas should be cleaned after every shift if the school is operating in multiple shifts.
➔ Toilets should be cleaned at least twice a day. This schedule should be pasted behind the toilet doors
so that checks can be conducted regularly.
➔ Hand-wash and running water should be provided in all toilets. Students should wash their hands after
using the toilet. Schools should establish routines to ensure that students follow this procedure.
➔ All students should be asked to bring a sanitizer with them. In addition, there should be sanitizer
dispensing stations available outside toilets or at 2-3 vantage points on each floor.
➔ A dedicated quarantine ward should be created in the school. Any students showing symptoms like
fever, dry cough, body aches, loss of smell or taste, nausea, vomiting, diarrhoea, fatigue, weakness or
tiredness should be asked to rest in the quarantine ward.
➔ All schools should tie-up with a local hospital or nursing home and ideally, have a nurse or attendant in
the school premises at all times. At the very least, a nurse or doctor should be available on call.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.3. HEALTH AND HYGIENE PROTOCOLS

Schools will need to have comprehensive Health & Hygiene protocols to prevent the spread of COVID -19 in schools

2. Student and staff hygiene and safety

➔ Social distancing norms should be maintained at all times in the school premises. Students should be
advised to avoid shaking hands, hugging, and touching each other.
➔ Schools should implement a strict ‘No spitting’ policy. Any person found spitting in the playground,
water drinking area or corridor should be warned or fined.
➔ All staff members should install the ‘Aarogya Setu’ app and update their health condition regularly.
➔ Schools should buy 2-3 Infrared digital thermometers. The temperature of all students, staff and
visitors entering the school should be checked. The person checking should wear a mask, gloves and
sanitize their hands regularly.
➔ Anyone having body temperature higher than 100 degree Fahrenheit should be quarantined in the
ward. The nurse can decide to let the student attend classes or call parents and send the student
home. Staff should be asked to immediately return home if the temperature is high.
➔ All students and staff should wear masks at all-time in the school.
➔ We recommend a N-95 mask. However, cotton or cloth masks washed regularly with a disinfectant
like dettol or savlon can be used by the students and staff.
➔ Teachers or any adults entering the class should sanitize their hands using their own sanitizer or the
sanitizer in the station before entering the class.
➔ Students should carry their own hand sanitizers. A 1-minute sanitizer break should be given 3 times a
day for students to clean their hands.
➔ We recommend that schools revise their sick leave policy for their staff as many of them may have to
take unscheduled leaves.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.3. HEALTH AND HYGIENE PROTOCOLS

3. Food and water safety
➔ All students should carry their own water bottle and food. They should not share their water and food
with other students.
➔ Filter water station/s should be provided in the school. This area should be kept clean to avoid
puddles.
➔ Schools should explore the possibility of having staggered lunch breaks so that there is no commotion
in the hand-wash and toilet areas.
➔ Students should be asked to wash their hands with soap and water before and after eating.
➔ Younger students should be asked to eat their lunch in their classrooms under the supervision of the
teacher.
➔ Younger students should carry healthy food which does not spill like rotis, parathas, sandwich, fruits,
salad. This will ensure that the area around them is clean.
D Strategies and Protocols for Schools in a Post-lockdown
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D.3. HEALTH AND HYGIENE PROTOCOLS

4. School transport
➔ Drivers and attendants temperatures need to be checked by the school authorities before they start
the day to pick up students.
➔ Drivers and attendants need to wear masks and gloves at all times.
➔ School buses need to be sanitized with disinfectant before every shift.
➔ Students should leave the middle seat vacant to maintain social distancing norms. On a 3-seater, 2
students should sit (window and aisle). On a 2-seater, one student should sit (window). If it is a smaller
bus, keep one seat space between students. Vacant seats should be marked with a cross to indicate
that a student should not sit in those seats.
➔ The attendant/s should check the temperature of students before they enter the bus.
➔ Hand sanitizers should be made available in the bus. Students should use it while entering the bus.
D Strategies and Protocols for Schools in a Post-lockdown
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D.4. Medical Support at school

1. Action to be taken if someone is ill
Screening procedure - Should be performed by a responsible school authority or nurse. Infrared
thermometers should be used to check the temperature of students and staff. If their temperature is
above 100 degree Fahrenheit, then they should be asked the following questions.

Question Yes No

Do you have a high temperature?

Do you have a cough?

Do you have a sore throat?

Do you have difficulty breathing (shortness of breath)?

Do you feel weak and tired today?

Do you have difficulty tasting food and drinks normally?

Do you have difficulty smelling normally?

If the question to any of the above questions is ‘Yes’, the nurse should inform the hospital. The hospital
should follow the standard quarantine protocol referred by the state health and education department
depending on the local zone banding.
D Strategies and Protocols for Schools in a Post-lockdown
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D.4. Medical Support at school

2. Action to be taken if someone is confirmed to be COVID-19 positive
The student/staff should not be allowed into the school premises and should be placed under quarantine for
the duration recommended by the health and education department. The details of this person should be
entered in the ‘Aarogya Setu’ app.

3. Action to be taken if someone is exposed to a COVID-19 positive patient

The student/staff should not be allowed into the school premises and should be placed under quarantine for
the duration recommended by the health and education department. The details of this person should be
entered in the ‘Aarogya Setu’ app.
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Both post-lockdown and during the reopening of a school, each of the stakeholders, both internal and external to a
school, plays a significant role in ensuring that the school is well-equipped to handle the varied situations that it
may be confronted within a COVID-19 environment.

School Leadership
➔ Enable psychological well-being for all stakeholders:
- Keep the morale high - positive and unbiased, exemplify leadership
- Motivate parents
- Plan the procedure/protocol for red zone staff/teachers/students
- Spread awareness through the school and community - posters and videos
- Send a detailed circular to parents and teachers; call and make all parents aware of the plan
➔ Empower your Staff:
- Have staff-only days for the first week
- Share the operational plan in detail with your staff
- Ask staff to install Aarogya Setu app
- Make contingency plans:
- If lockdown repeats
- If a teacher or staff member tests positive
- If a student tests positive
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

School Leadership
➔ Make detailed Learning, Operational and Safety plan as per this manual with clearly laid out roles and
responsibilities:[Refer Appendix B]
- ‘At home’ and ‘At school’ learning protocols
- Entry-Exit routines
- Walking through the school norms
- Drive behaviour change in school among teachers, staff and students for social distancing and hygiene
➔ Empower Parents:
- Help parents increase their use of technology by adopting smart-phones
- Drive installs of the apps that you will use for at home learning
- Educate parents on the use of smartphones for greater awareness and personal benefit
➔ Stay Connected and aware:
- Change in zone of your school
- Change in Govt regulation
- New ways of delivering online-offline strategies
- New ways of teacher training
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Coordinators
1. Act as a bridge between the principal and teaching/non-teaching staff.
2. Communicate with parents regularly.
3. Delegate work to teaching/non-teaching staff.
4. Train teachers on effective online teaching.
5. Monitor attendance of staff.
6. Assist principals and teachers in understanding the problems of parents and teachers and resolving them.
7. Help principal and teachers plan the full-working week, set time-tables and chart out the academic calendar.
8. Make sure adequate instructions are available at various places at the school premises.

Administrators
1. Put new rules in place for the following: 2. Supervise and check sanitization and disinfection is
➔ Sanitization done well.
➔ Entry/Exit 3. Screen Driver/Cleaners/staff.
➔ Bus 4. Ensure that there is sufficient stock of PPE & medicines.
➔ Field 5. Ensure that there is an emergency plan/protocol incase
➔ Infirmary of any positive case on the school premises.
➔ Break/Lunch 6. Train staff/students/teachers on
➔ Morning assemblies procedure/protocol/action in case of an emergency.
➔ Areas with students
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Teachers
1. Psychological Support:
a. Provide assurance to students of their safety.
b. Direct them towards the importance of catching-up on learning this year.
c. Execute the norms themselves: Being a role-model for students.
d. Train themselves and students on Social and Emotional Learning (SEL).
2. Academic:
a. Modify curriculum and pedagogy to adapt to the new normal. Ideally, aim for full year coverage.
b. Stay vigilant on student attendance.
c. Follow-up on students who haven’t attended and enquire about their health.
d. Prepare for online formats.
e. Make preparations for blended learning (school+online) in the short and long-term.
f. Plan for unit tests.
3. Safety and Logistics
a. Provide counseling and health tips to students on a daily basis.
b. Make sure students in their classrooms are trained on the new procedures.
c. Make sure students in their classrooms are following new rules/procedures.
d. Supervise and check sanitization and disinfection is done in the delegated parts of the school.
e. Ensure that emergency plan/protocol is followed if there is any case in their classroom.
f. Be vigilant during corridor duty.
g. Follow social distancing norms.
h. Hold morning assemblies in classrooms.
i. Quarantine notebooks collected for corrections for a period of ONE day before opening them.
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Non-teaching staff
1. Ayahs/Cleaners should be diligent with rules/procedures

2. Ensure all entry-exit rules/procedures are followed:

a. Screen and check for temperature at entry-exit gates
b. Ensure students wash hands
3. Make sure disposal of waste is done accurately:
a. Segregate waste
b. Close waste bins
c. Dispose hazardous waste appropriately
4. Regular sanitization and disinfection of places/items on school properties

5. Appropriate social distancing seating arrangement on the bus/canteen/field

6. Ideally, students should get their own food. If the school is preparing, serve food while maintaining an
appropriate distance
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Students
1. Following all the new rules/procedures
2. Maintain social distancing at all times - even with their best friends
3. Understand the enormity of breaking rules/procedures
4. Be ‘extra’ respectful of every item at the school premises
a. Be careful while touching them
b. Be sure to sanitize your hands post touching anything
5. Wear masks at all times

6. Sanitize as often as possible

7. No touching of their faces

8. Inculcate good behavior for online learning

and at home generally
D Strategies and Protocols for Schools in a Post-lockdown
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D.5. Roles and Responsibilities

Parents
1. Psychological Support:
a. Stay calm, especially in front of children.
b. Spend time with children and listen to their concerns. Provide emotional support where required.
Ensure that panic and fear is not engulfing them.
c. Use technology to build awareness: read through government health advisory.
2. Supervision:
a. Avoid sending children out to play.
b. Keep family outings to a bare minimum.
c. Monitor what they do online.
d. Ensure that they wear masks and make sanitization a habit.
e. Ensure that they eat healthy food that boosts immunity.
f. Give constant assurance that if norms are followed, they are at low risk.
3. School:
a. Read through and observe norms of the school.
b. Attend PTMs when invited.
c. Help students navigate online learning when required.
d. Ensure that students are following the rules.
D Strategies and Protocols for Schools in a Post-lockdown
World

D.5. Roles and Responsibilities

Strategies for New Admissions
If you are a school that has been providing high quality online learning during COVID-19 lockdown, you have
a good chance to drive admissions. Showcase your ability for seamless, integrated online-offline learning
where students can learn through the year without interruption with irrespective of whether they are at
home or in school.

There are multiple options to reach out to parents:

1. Social media: Testimonials of students, parents who are satisfied with learning at your school, esp of online
learning provided during lockdown.
2. Online: Invite prospective parents and students to take a test to check their current levels and promise them
better learning at your school.
3. Referral: Encourage parent referrals by launching a ‘Bring your Friend’ campaign where existing parents can
recommend your school to their friends.
4. Digital: Reach out to prospective parents via SMS, WhatsApp, Email.
5. Website: Online admission link and interaction forums on your website.
6. Traditional: Pamphlets and door-to-door marketing.
 Pictures from school systems around the world where schools
D have reopened

Indian classrooms
 Pictures from school systems around the world where schools
D have reopened

In Taiwan, China, students have been sitting with plastic dividers, to stop the spread of germs.

Students' temperature check in Indonesia

 Pictures from school systems around the world where schools
D have reopened

Classrooms in Denmark
 Pictures from school systems around the world where schools
D have reopened

Older students getting back to classes in China

D

APPENDIX

A. School Reopening Checklist

B. School Cleaning Schedule
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.1 Net capacity

Number of students who can attend the premises on any given day
Available capacity of the following social distancing rules calculated.[30% or 50%]
school is reduced when Agreed new timetable and arrangements confirmed for pre-primary,
social distancing primary, middle and high school
guidelines are applied
Arrangements in place to support students when not at school with
remote learning at home.

1.2 Organisation of teaching spaces

Classroom size and numbers reviewed.

Class sizes and timetables/staffing amended allowing for reduced
Classroom sizes will not numbers in line with government guidance (30% or 50% students)
allow adequate social
Classrooms re-modelled, with chairs and desks in place to allow for
distancing
social distancing.
Spare chairs/benches removed from desks so they cannot be used.
Clear posters displayed in classrooms promoting social distancing.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.2 Organisation of teaching spaces

Limits set for large spaces (e.g. auditorium, sports hall, dining hall) for
Large spaces need to be teaching.
used as classrooms Large gatherings prohibited.
Design layout and arrangements in place to enable social distancing.

1.3 Availability of staff and class sizes

The health status and availability of every member of staff is known and
is regularly updated so that all procedures can be planned.
The number of staff who
are available is lower than All staff who are unwell work from home.
that required to teach
classes in school and Staff above 55 years, staff with pre-existing illness and pregnant women
operate effective home are given extra attention.
learning
The staff members who are well enough to teach can teach lessons
online.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.4 Prioritising provision

The continued
prioritisation of Plans are in place to meet the learning needs of the students who are
vulnerable students and learning from home.
the children of critical Efforts continue to improve the attendance of students who are not
workers will create attending online classes.
‘artificial groups’ within
schools when they Efforts are made to improve learning of students who cannot attend
reopen online classes.

1.5 The school day

Start and end times of classes are staggered.

The number of entrances and exits to be used is increased.

The start and end of the
school day create risks of Different entrances/exits are used for different groups.
breaching social distancing
guidelines Staff and students are briefed, and posters and signs provided to identify
which entrances, exits and circulation routes to use.
Floor markings are visible where it is necessary to manage any queuing.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.6 Planning movement around the school

Student movement plans have been reviewed and revised.

One-way systems are in place where possible.
Corridors are divided where possible.
Movement around the
school risks breaching Appropriate posters and signs are in place to clarify routes.
social distancing
Bottle necks are identified in the school and managed accordingly.
guidelines
Movement of students and staff around school is minimised as much as
possible, with students staying in classrooms with dedicated staff.
Students are regularly briefed regarding observing social distancing
guidance.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.7 Curriculum organisation

Gaps in learning are assessed and addressed in teachers’ planning.

Students will have fallen
Home and remote learning is continuing and is calibrated to complement
behind in their learning
in-school learning and address gaps identified.
during school closures
and achievement gaps Exam syllabi are covered.
will have widened
Plans for intervention (remedial) are in place for those students who
have fallen behind in their learning.

1.8 Staff workspaces

Staff rooms and offices have been reviewed and appropriate

Staff rooms and offices configurations of furniture and workstations have been put in place to
do not allow for allow for social distancing.
observation of social
Staff have been briefed on the use of these rooms.
distancing guidelines
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.9 Managing the school lifecycle

School academic calendar for the first and second term has been
reworked.

Limited progress with the Principal, coordinators and other leaders in the school are involved in
school’s first term the calendar planning.
academic calendar Staff recruitment for the academic year completed. Vacant positions of
because of COVID-19 all teachers who have resigned have been filled.
lockdown measures
Extra teachers are hired for critical subjects.
Term 1 portions and assessments are completed with remedials.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.9 Managing the school lifecycle

A plan is in place for admin and specific teaching staff to speak with
students and their parents and resolve any issues.
New admissions will find
Regular communications with the parents of new admissions students
it difficult to gel into the
are in place, including letters, messages and videos.
new school
Virtual video tours of the school are available for parents and students.
Zoom/Hangout induction days for students and parents are planned.

1.10 Communication strategy

Key stakeholders are not Communications channel and messages for the following groups are in
fully informed about place:
changes to policies and
Staff
procedures due to
Students
COVID-19, resulting in Parents
risks to health Vendors and partners
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.11 Staff induction and CPD

A staff handbook is issued to all staff prior to reopening.

Staff are not trained in
new procedures, leading Safety and health procedures training is conducted for all staff.
to risks to health
Constructive behaviour management - Corporal punishment is
completely out of bounds.

New staff are not aware

of policies and Induction programmes are in place for all new staff – either online or
procedures prior to in-school – prior to them starting.
starting at the school The staff handbook is issued to all new staff prior to them starting.
when it reopens
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.12 Risk assessments

Risk assessments of contracting the virus are undertaken before the

Risks are not school reopens and mitigation strategies are put in place and
comprehensively communicated to staff:
assessed in every area of
the school in light of When students enter and leave school
COVID-19, leading to During movement around school
breaches of social
distancing and hygiene During break and lunch times
guidelines
Delivering aspects of the curriculum, especially for practical subjects and
where shared equipment is used
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
1. Establishing a systematic process of partial opening, including social distancing

1.13 School transport

Changes to bus
schedules as a result of
COVID-19 adversely The details of how students will travel to and from school are
affect students’ communicated to students and parents.
attendance and
punctuality and do not Effective training and communication is carried out with bus drivers and
align with staggered start attendants is redundant.
and departure times
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
2. Investing in safety equipment and health and safety arrangements to limit the spread of COVID-19

2.1 Cleaning

A return-to-work plan for cleaning staff (including any deep cleans) is

Cleaning capacity is agreed with contracting agencies prior to opening.
reduced so that an initial
A rigorous cleaning plan is agreed and implemented which minimises the
deep-clean and ongoing
spread of infection.
cleaning of surfaces are
not undertaken to the This is communicated to parents to increase their confidence and allay
standards required any fears around child-safety and hygiene.
Working hours for cleaning staff are increased.

2.2 Hygiene and handwashing

Inadequate supplies of An audit of handwashing facilities and sanitiser dispensers is undertaken

soap and hand sanitiser before the school reopens and additional supplies are purchased if
mean that students and necessary.
staff do not wash their
hands with sufficient Monitoring arrangements are in place to ensure that supplies of soap,
frequency tissue paper and sanitiser are maintained throughout the day.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
2. Investing in safety equipment and health and safety arrangements to limit the spread of COVID-19

2.2 Hygiene and handwashing

Staff training includes the need to remind students to wash their hands
regularly and frequently.
Students forget to wash
their hands regularly and Posters and ringing bells reinforce the need to wash hands regularly and
frequently frequently.
School leaders monitor the handwashing process and 'check' whether it
is it is taking place on a regular and frequent is redundant basis.

2.3 Clothing/fabric

Policies are agreed prior to the school opening on the wearing of

Not wearing clean uniforms by students and business dress by staff to minimise risks.
clothes each day may
Uniform policies are relaxed as many students may not be able to afford
increase the risk of the
uniforms
virus spreading
Expectations and guidelines are communicated to parents.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
2. Investing in safety equipment and health and safety arrangements to limit the spread of COVID-19

2.3 Clothing/fabric

The use of fabric chairs

Take fabric chairs out of use where possible.
may increase the risk of
the virus spreading Use wooden furniture and clean it regularly

2.4 Testing and managing symptoms

Robust collection and monitoring of absentee data, including tracking

Infection transmission return to school dates, is in place.
within school due to
staff/student (or Students, parents and staff are aware of what steps to take if they, or
members of their any member of their household, displays symptoms.
household) displaying
symptoms A record of any COVID-19 symptoms in staff or students is reported to
the hospital/health authorities
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
2. Investing in safety equipment and health and safety arrangements to limit the spread of COVID-19

2.4 Testing and managing symptoms

Staff, students and parents have received clear communications

Staff, students and informing them of current government guidelines on the actions to take
parents are not aware of should anyone display symptoms of COVID-19 and how they will be
the school’s procedures implemented in the school.
(including on self-
These guidelines have been explained to the staff and the students as
isolation and testing) part of their induction process.
should anyone display
symptoms of COVID-19 Any updates or changes to the guidelines are communicated in a timely
and effective way to all stakeholders.

Staff, students and parents have received clear communications

Staff, students and informing them of current government guidelines on confirmed cases of
parents are not aware of COVID-19 and how they will be implemented in the school.
the school’s procedures
(including on self- These guidelines have been explained to the staff and the students as
isolation and testing) part of their induction process
should anyone display
symptoms of COVID-19 Any updates or changes to the guidelines are communicated in a timely
and effective way to all stakeholders.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
2. Investing in safety equipment and health and safety arrangements to limit the spread of COVID-19

2.5 Medical rooms

A partnership needs to be signed between the school and a local nursing

home
Medical rooms are not
A room in the school is designated as a medical room and social
adequately equipped or
distancing provisions are in place.
configured to maintain
infection control Procedures are in place for medical rooms to be cleaned after suspected
COVID-19 cases, along with other affected areas, including toilets.
A dedicated nurse is on duty at all times.

2.6 Personal Protective Equipment (PPE)

Government guidelines on wearing masks and gloves is understood,

Provision of safety gear
communicated and sufficient quantities have been procured.
for staff consider Drills are conducted in the school with students and staff to train them
removing is not in line on using the masks
with government Staff are reminded that wearing gloves is not a substitute for good
guidelines handwashing.
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
3. Maximising social distancing measures

3.1 Student behaviour

Timetable to be designed such that large gatherings are avoided

Students’ behaviour on
Students need to be informed about the social distancing norms they
return to school does not
have to follow in the school.
comply with social
distancing guidelines Staff members to model the social distancing norms.
Break times and lunch times to be closely supervised.

3.2 Classrooms and teaching spaces

The size and At any point the total number of students in the class should be
configuration of calculated keeping in mind that every student has 2sq metre area to
classrooms and teaching themselves. In order to maintain this discipline the class needs to be split
spaces does not support into two groups.
All furniture not in use has been removed from classrooms and teaching
compliance with social
spaces.
distancing guidelines
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
3. Maximising social distancing measures

3.3 Movement in corridors

One-way corridors to be created to avoid crowding.

Social distancing
Students to be issued passes during classes for any movement.
guidelines are breached
when students circulate Shortest distance (b/w the class and the washroom/library) to be
in corridors mapped for every class to minimize free movement.
Regular supervising to be done by teaching/non teaching staff.

3.4 Toilets

Queuing zones for toilets and hand washing need to be established and
monitored.
Queues for toilets and Students are encouraged to access the toilet during class/throughout the
handwashing risk non- day to help avoid queues.
compliance with social
distancing guidelines The toilets are cleaned frequently.

Monitoring ensures a constant supply of soap and paper towels.

 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
3. Maximising social distancing measures

3.5 Arrival and departure from school

Students and parents

congregate at exits and
entrances, making social Parents need to be invited in different groups to ensure hassle free
distancing guidelines pickup and drop.
difficult to apply

3.6 Staff areas

The configuration of staff

50% of the staff members should be allowed into the staffroom at any
rooms and offices makes time. Remaining staff to be involved in either teaching duty or
compliance with social invigilation duty (to ensure social distancing guidelines are being
distancing guidelines followed by the students.)
problematic
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
4. Continuing enhanced protection for students and staff with underlying health conditions

4.1 Students with underlying health issues

Students with underlying

health issues or those
who are shielding are not The parents are using Arogya setu App, students are not showing any
identified and so symptoms of COVID-19 and are not residing in any of the containment
measures have not been zones.
put in place to protect
them

4.2 Staff with underlying health issues

Staff with underlying

health issues or those
who are shielding are not
The teachers are using Arogya setu App, are not showing any symptoms
identified and so
of COVID-19 and are not residing in any of the containment zones.
measures have not been
put in place to protect
them
 APPENDIX A

In place?
Areas for concern Control measures
(Yes/No)
5. Enhancing mental health support for students and staff

5.1 Mental health concerns – students

Students mental health

has been adversely
affected during the
period that the school School teachers conduct SEL classes with all their students.
has been closed and by
the COVID-19 crisis in
general

5.2 Mental health concerns – staff

The mental health of staff

has been adversely
affected during the period
Conduct SEL sessions for your staff.
that the school has been
closed and by the
COVID-19 crisis in general
 APPENDIX B

School Cleaning Schedule

Area Description [Tick if done] [Tick if done]
Toilets Clean toilets and door handle

Wipe wash basin and taps

Mop floor with disinfectant

Wipe soap dispensers/sanitizer bottles

Wipe down mirrors

Corridors and common Mop all corridors with disinfectant

areas
Wipe all door handles, glass panels, door plates
and light switches
Stairs Wipe all rails with disinfectant

Mop all floors and steps with disinfectant

Classrooms Wipe all student desks and chairs

Empty bins and clear rubbish

Wipe teacher desks and chairs

 APPENDIX B

Area Description [Tick if done] [Tick if done]

Computer Room Mop the floor with disinfectant

Wipe all the computer desks and chairs

Wipe shared keyboards and mouse

Staff room Wipe all appliances and sinks

Empty bins and clear rubbish

Wipe all desks and chairs

Reception/offices Wipe sign-in system (biometric scanner)

Wipe computer and telephone handsets where possible.

Empty bins and clear rubbish

Wipe desks and chairs

Dining hall Clean all tables and chairs

Mop the floor with disinfectant

Empty bins and clear rubbish

Clean door and door knobs

Clean the wash basin area

PE/play equipment Wipe play equipment down after use