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The NASUWT has been seeking feedback from members about their experiences of working in schools and teaching remotely during the COVID-19 outbreak. Over 1,000 teachers responded to our latest survey.

While the survey found that many schools have taken a sensitive and supportive approach towards staff during lockdown, it also highlighted the unacceptable approach of a minority. Where members have concerns about the response of thier school during the COVID-19 outbreak they should contact the NASUWT for further advice and support. 

Working in schools
Where schools are open, 86% of teachers have had less than 25 children attending, with 51% of teachers saying there were less than five staff members on site each day. However, 41% of teachers who said they had no pupils attending their school said that some staff were still being required to attend for at least some of the week.

27% of teachers whose health, age or pregnancy placed them in an increased or high risk group said they were being asked to attend their school/college for some of the time each week.

84% said they have not been involved in any discussions or planning about the future setup in thier school after the lockdown ends. 

Remote teaching
67% of teachers said they felt suported in the delivery of remote teaching by thier school.

75% of teachers said they were still being required to plan and mark work for children who are not attending school. 84% have been required to develop lessons and resources for remote learning.

31% are being required to provide evidence about the work they are doing from home to managers.

28% are being required to make regular one-to-one phone or video calls to parents, pupils or both.

Just 3% said they had been given access to a mobile phone by their school/college.

47% said they had not been provided with appropriate IT equipment by their school/college.

A third said they have not been given access to appropriate computer software or programmes.

Two thirds had not received any training on delivering remote learning and 45% no information on online safety. 43% said they had not been given the time they needed for planning and preparation.

76% of teachers said they feel their employer has treated them fairly and reasonably during the lockdown period. 

Your experiences
“I have my own young children at home, I am using my own IT equipment and internet, I had to set up the whole school for remote learning and train staff from a distance whilst still having to do my 'share' in school plus being on the rota in all week when I am part time.”

“It was made very clear from the start that our own families and health were the top priority for SLT. Vulnerable staff have been shielded and sent home three days before schools closed. If I were unable to plan the lessons I am responsible for then my faculty would support me by planning and setting work for my classes.”

“Although spending less time in school, everything takes longer due to not having access to the things and systems we have in schools. I am expected to do some long CPD courses online, as well as all the teaching prep, and feel it's a lot of screen time. My home is not well set up and this week I have constant head, neck and shoulder pain because I am working at my laptop a lot but don't have a proper desk or chair.”

“The amount of emails I receive has dramatically increased. Some days I recieved over 100. When working at home this can raise my anxiety levels.”

“At a very stressful time the school team has pulled together and provided support for all.”

“It is very hard to manage pupils who are not doing the work. It is very time-consuming to follow them up. I worry about, on the return to school, how I will effectively teach classes with an even more increased range of prior knowledge. Some pupils are working very hard and asking for more work and extensions, some have not logged on at all. In particular teaching my Year 10 class will be a struggle. I worry about being judged on their GCSE performance next year.”

“Staff have been monitored and checked on during this period despite the difficulties of the situation and despite staff doing their best given the circumstances. SLT have shown little understanding of what it is like to actually be 'on the ground' doing this whilst also home schooling my own children and caring for vulnerable family members. I have felt under pressure to deliver video lessons which has been detrimental to my wellbeing.”

“Our leadership team stresses that personal circumstances must come first - vulnerable groups, those with families or vulnerable relations who need support. Voluntary rosters are issued with a skeleton staff for students who are still in school. I have raised a number of queries and suggestions in our time off and have been well supported through email, telephone calls, and video calls.”


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