scholarly journals Illness absenteeism rates in primary and secondary schools in 2013–2014 in England: was there any impact of vaccinating children of primary-school age against influenza?

2016 ◽  
Vol 144 (16) ◽  
pp. 3412-3421 ◽  
Author(s):  
H. K. GREEN ◽  
N. BROUSSEAU ◽  
N. ANDREWS ◽  
L. SELBY ◽  
R. PEBODY
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Level ◽  
First Year ◽  
Healthy Children ◽  
Multilevel Regression ◽  
Indirect Impact ◽  
Influenza Activity ◽  
The Uk ◽  
Primary School Age

SUMMARYA phased introduction of routine influenza vaccination of healthy children was recommended in the UK in 2012, with the aim of protecting both vaccinated children and the wider population through reducing transmission. In the first year of the programme in 2013–2014, 4- to 11-year-olds were targeted in pilot areas across England. This study assesses if this was associated with school absenteeism, an important societal burden of influenza. During the spring 2014 term when influenza predominantly circulated, the proportion of absence sessions due to illness was compared between vaccination pilot and non-pilot areas for primary schools (to measure overall impact) and secondary schools (to measure indirect impact). A linear multilevel regression model was applied, adjusting for clustering within schools and potential school-level confounders, including deprivation, past absenteeism, and ethnicity. Low levels of influenza activity were reported in the community in 2013–2014. Primary schools in pilot areas had a significantly adjusted decrease in illness absenteeism of 0·05% relative to non-pilot schools; equivalent to an average of 4 days per school. In secondary schools, there was no significant indirect impact of being located in a pilot area on illness absenteeism. These insights can be used in conjunction with routine healthcare surveillance data to evaluate the full benefits of such a programme.

scholarly journals A cross-sectional assessment of food- and nutrient-based standards applied to British schoolchildren’s packed lunches

2016 ◽  
Vol 20 (3) ◽  
pp. 565-570 ◽  
Author(s):  
Charlotte EL Evans ◽  
Janet E Cade
Keyword(s):  
Primary Schools ◽  
Assessment Tool ◽  
Dietary Assessment ◽  
Quality Score ◽  
Food Groups ◽  
Multilevel Regression ◽  
Optimal Model ◽  
Cross Sectional ◽  
The Uk ◽  
Dietary Data

AbstractObjectiveIn England, standards for school meals included both foods and nutrients until 2015. School policies for packed lunches are generally food based; research is needed to determine whether these are adequate or whether a small number of nutrients would potentially improve their quality.DesignFrom dietary data obtained using a weighed dietary assessment tool, a diet quality score (DQS) for packed lunches was calculated using the number of standards met out of twenty-one (eight foods and thirteen nutrients). Multilevel regression analysis determined the foods and nutrients contributing to variation in the DQS.SettingEighty-nine primary schools across the four regions of the UK (England, Wales, Scotland and Northern Ireland).SubjectsBritish schoolchildren (n 1294), aged 8–9 years, taking a packed lunch.ResultsThe optimal model included all eight foods and seven of the thirteen nutrients, explaining 72 % of the variance in DQS. Folate, Fe and vitamin C, together with the eight food groups, explained 70 % of DQS variation.ConclusionsIdeally, policies for school packed lunches should include food-based standards plus recommendations based on a small number of nutrients.

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

scholarly journals Modelling the impact of reopening schools in early 2021 in the presence of the new SARS-CoV-2 variant and with roll-out of vaccination against COVID-19

2021 ◽  
Author(s):  
Jasmina Panovska-Griffiths ◽  
Robyn Stuart ◽  
Cliff Kerr ◽  
Katherine Rosenfeld ◽  
Dina Mistry ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Vaccination Strategy ◽  
Transmission Blocking ◽  
Social Distancing ◽  
New Variant ◽  
The Uk ◽  
And Control ◽  
The Impact ◽  
Roll Out

Abstract Background Following the resurgence of the COVID-19 epidemic in the UK in late 2020 and the emergence of the new variant of the SARS-CoV-2 virus, B.1.1.7, a third national lockdown was imposed from January 5, 2021. Following the decline of COVID-19 cases over the remainder of January 2021, it is important to assess the conditions under which reopening schools from early March is likely to lead to resurgence of the epidemic. This study models the impact of a partial national lockdown with social distancing measures enacted in communities and workplaces under different strategies of reopening schools from March 8, 2021 and compares it to the impact of continual full national lockdown remaining until April 19, 2021. Methods We used our previously published model, Covasim, to model the emergence of B.1.1.7 over September 1, 2020 to January 31, 2021. We extended the model to incorporate the impacts of the roll-out of a two-dose vaccine against COVID-19, assuming 200,000 daily doses of the vaccine in people 75 years or older with vaccination that offers 95% reduction in disease acquisition and 10% reduction of transmission blocking. We used the model, calibrated until January 25, 2021, to simulate the impact of a full national lockdown (FNL) with schools closed until April 19, 2021 versus four different partial national lockdown (PNL) scenarios with different elements of schooling open: 1) staggered PNL with primary schools and exam-entry years (years 11 and 13) returning on March 8, 2021 and the rest of the schools years on March 15, 2020; 2) full-return PNL with both primary and secondary schools returning on March 8, 2021; 3) primary-only PNL with primary schools and exam critical years (Y11 and Y13) going back only on March 8, 2021 with the rest of the secondary schools back on April 19, 2021 and 4) part-Rota PNL with both primary and secondary schools returning on March 8, 2021 with primary schools remaining open continuously but secondary schools on a two-weekly rota-system with years alternating between a fortnight of face-to-face and remote learning until April 19, 2021. Across all scenarios, we projected the number of new daily cases, cumulative deaths and effective reproduction number R until April 30, 2020. Results Our calibration across different scenarios is consistent with the new variant B.1.1.7 being around 60% more transmissible. Strict social distancing measures, i.e. national lockdowns, are required to contain the spread of the virus and control the hospitalisations and deaths during January and February 2021. The national lockdown will reduce the number of cases by early March levels similar to those seen in October with R also falling and remaining below 1 during the lockdown. Infections start to increase when schools open but if other parts of society remain closed this resurgence is not sufficient to bring R above 1. Reopening primary schools and exam critical years only or having primary schools open continuously with secondary schools on rotas will lead to lower increases in cases and R than if all schools open. Under the current vaccination assumptions and across the set of scenarios considered, R would increase above 1 if society reopens simultaneously, simulated here from April 19, 2021.Findings Our findings suggest that stringent measures are necessary to mitigate the increase in cases and bring R below 1 over January and February 2021. It is plausible that a PNL with schools partially open from March 8, 2021 and the rest of the society remaining closed until April 19, 2021 may keep R below 1, with some increase evident in infections compared to continual FNL until April 19, 2021. Reopening society in mid-April, with the vaccination strategy we model, could push R above 1 and induce a surge in infections, but the effect of vaccination may be able to control this in future depending on the transmission blocking properties of the vaccines.

scholarly journals Pilot scheme for monitoring sickness absence in schools during the 2006/07 winter in England: can these data be used as a proxy for influenza activity?

2007 ◽  
Vol 12 (12) ◽  
pp. 11-12 ◽  
Author(s):  
P Mook ◽  
C Joseph ◽  
P Gates ◽  
N Phin
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Health Protection ◽  
Influenza B ◽  
Local Health ◽  
Start Time ◽  
Important Indicator ◽  
Local Responses ◽  
Registration Data ◽  
Influenza Activity

During influenza epidemics, school-aged children are amongst the first affected patients. They frequently then spread the virus within their families. Recognising influenza activity in schools may therefore be an important indicator of early activity in the wider community. During 2005/06, influenza B was associated with high levels of morbidity in school-children and over 600 schools outbreaks were reported to the Health Protection Agency by local Health Protection Units. While it is not possible to directly monitor influenza in schools, the feasibility and validity of using sentinel school absenteeism data, as a proxy for influenza in the community can be investigated. From week 02/07 to 20/07, eight primary and three secondary schools from five HPA regions were able, via the Department of Health-funded Health Protection Informatics website, to report daily electronic registration data, relating to absenteeism due to illness. Aggregated absenteeism data due to illness peaked the same week as indices for the age group comparable to that used by the Royal College for General Practitioners and NHS Direct schemes. When illness-defined absenteeism data was stratified into primary and secondary schools, absence in primary schools peaked one week before that in secondary schools and the established schemes for all ages. The start time of the study meant that initial increases in activity could not be measured. These encouraging results justify expanding this sentinel scheme to collect more rigorous evidence of the usefulness of absenteeism as a proxy for influenza activity and a tool to inform policy and trigger local responses.

The COVID-19 Schools Infection Survey in England: Protocol and participation profile for a prospective, observational cohort study (Preprint)

2021 ◽  
Author(s):  
Katherine Elizabeth Halliday ◽  
Patrick Nguipdop-Djomo ◽  
William E Oswald ◽  
Joanna Sturgess ◽  
Elizabeth Allen ◽  
...  
Keyword(s):  
Cohort Study ◽  
Secondary Schools ◽  
Primary Schools ◽  
School Attendance ◽  
Student Participation ◽  
Observational Cohort Study ◽  
Control Measures ◽  
School Level ◽  
Prospective Observational Cohort Study ◽  
Observational Cohort

UNSTRUCTURED One of the most debated questions in the COVID-19 pandemic has been the role of schools in SARS-CoV-2 transmission. The COVID-19 Schools Infection Survey (SIS) aims to provide much-needed evidence addressing this, and to investigate how transmission within, and from, schools could be mitigated through implementation of school COVID-19 control measures. Here we describe the study protocol and participation. SIS is a multisite, prospective, observational cohort study conducted in a stratified random sample of primary and secondary schools in selected local authorities in England. Six bio-behavioural surveys were planned among participating students and staff during the 2020/21 academic year, starting in November 2020. Key measurements are SARS-CoV-2 virus prevalence, assessed by nasal swab polymerase chain reaction; anti-SARS-CoV-2 (nucleocapsid protein) antibody prevalence and conversion, assessed in finger-prick-blood for staff and oral-fluid for students; student and staff school attendance rates; feasibility and acceptability of school-level implementation of SARS-CoV-2 control measures; and investigation of selected school outbreaks. During SIS, a total of 22,609 individuals: 1,902 staff and 4,674 students from 59 primary schools and 5,874 staff and 10,159 students from 97 secondary schools participated in at least one survey. Staff and student participation rates were 44.9% and 16.3% in primary schools and 30.1% and 15.0% in secondary schools. While primary student participation increased over time and secondary student participation remained reasonably consistent, staff participation declined across rounds, especially for secondary staff (41.9% in Round 1 and 21.8% in Round 6). While staff participation overall was generally reflective of the eligible staff population, student participation was higher in schools with low absenteeism, a lower proportion of students eligible for free school meals and from schools in the least deprived locations (in primary schools 20.5% participants were from schools in the least deprived quintile compared with 12.9% of eligible students). SIS aims to improve understanding of SARS-CoV-2 transmission and control measures in schools across a range of settings in England, serving to inform national guidance and public health policy for educational settings.

scholarly journals The impact of school reopening on the spread of COVID-19 in England

2021 ◽  
Vol 376 (1829) ◽  
pp. 20200261
Author(s):  
Matt J. Keeling ◽  
Michael J. Tildesley ◽  
Benjamin D. Atkins ◽  
Bridget Penman ◽  
Emma Southall ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Reproduction Number ◽  
Health Impact ◽  
Transmission Model ◽  
Older Children ◽  
Developmental Needs ◽  
Social Distancing ◽  
The Uk ◽  
The Impact

By mid-May 2020, cases of COVID-19 in the UK had been declining for over a month; a multi-phase emergence from lockdown was planned, including a scheduled partial reopening of schools on 1 June 2020. Although evidence suggests that children generally display mild symptoms, the size of the school-age population means the total impact of reopening schools is unclear. Here, we present work from mid-May 2020 that focused on the imminent opening of schools and consider what these results imply for future policy. We compared eight strategies for reopening primary and secondary schools in England. Modifying a transmission model fitted to UK SARS-CoV-2 data, we assessed how reopening schools affects contact patterns, anticipated secondary infections and the relative change in the reproduction number, R . We determined the associated public health impact and its sensitivity to changes in social distancing within the wider community. We predicted that reopening schools with half-sized classes or focused on younger children was unlikely to push R above one. Older children generally have more social contacts, so reopening secondary schools results in more cases than reopening primary schools, while reopening both could have pushed R above one in some regions. Reductions in community social distancing were found to outweigh and exacerbate any impacts of reopening. In particular, opening schools when the reproduction number R is already above one generates the largest increase in cases. Our work indicates that while any school reopening will result in increased mixing and infection amongst children and the wider population, reopening schools alone in June 2020 was unlikely to push R above one. Ultimately, reopening decisions are a difficult trade-off between epidemiological consequences and the emotional, educational and developmental needs of children. Into the future, there are difficult questions about what controls can be instigated such that schools can remain open if cases increase. This article is part of the theme issue ‘Modelling that shaped the early COVID-19 pandemic response in the UK’.

scholarly journals An analysis of school absences in England during the COVID-19 pandemic

BMC Medicine ◽  
2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Emma Southall ◽  
Alex Holmes ◽  
Edward M. Hill ◽  
Benjamin D. Atkins ◽  
Trystan Leng ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary Schools ◽  
Disease Spread ◽  
School Settings ◽  
New Variant ◽  
Tier System ◽  
School Absences ◽  
Analyse Data ◽  
The Uk

Abstract Background The introduction of SARS-CoV-2, the virus that causes COVID-19 infection, in the UK in early 2020, resulted in the introduction of several control policies to reduce disease spread. As part of these restrictions, schools were closed to all pupils in March (except for vulnerable and key worker children), before re-opening to certain year groups in June. Finally, all school children returned to the classroom in September. Methods Here, we analyse data on school absences in late 2020 as a result of COVID-19 infection and how that varied through time as other measures in the community were introduced. We utilise data from the Department for Education Educational Settings database and examine how pupil and teacher absences change in both primary and secondary schools. Results Our results show that absences as a result of COVID-19 infection rose steadily following the re-opening of schools in September. Cases in teachers declined during the November lockdown, particularly in regions previously in tier 3, the highest level of control at the time. Cases in secondary school pupils increased for the first 2 weeks of the November lockdown, before decreasing. Since the introduction of the tier system, the number of absences with confirmed infection in primary schools was observed to be (markedly) lower than that in secondary schools. In December, we observed a large rise in the number of absences per school in secondary school settings in the South East and London, but such rises were not observed in other regions or in primary school settings. We conjecture that the increased transmissibility of the new variant in these regions may have contributed to this rise in secondary school cases. Finally, we observe a positive correlation between cases in the community and cases in schools in most regions, with weak evidence suggesting that cases in schools lag behind cases in the surrounding community. Conclusions We conclude that there is no significant evidence to suggest that schools are playing a substantial role in driving spread in the community and that careful monitoring may be required as schools re-open to determine the effect associated with open schools upon community incidence.

scholarly journals Bringing Ancient Languages Into a Modern Classroom: Some Reflections

2015 ◽  
Vol 16 (32) ◽  
pp. 35-39
Author(s):  
Evelien Bracke
Keyword(s):  
Secondary Schools ◽  
Catholic Education ◽  
Primary Schools ◽  
Global Economy ◽  
School Curriculum ◽  
Classical Education ◽  
Secondary School Curriculum ◽  
The Government ◽  
The Uk ◽  
Curriculum Reforms

In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.

scholarly journals Expected impact of reopening schools after lockdown on COVID-19 epidemic in Île-de-France

2020 ◽  
Author(s):  
Laura Di Domenico ◽  
Giulia Pullano ◽  
Chiara E. Sabbatini ◽  
Pierre-Yves Boëlle ◽  
Vittoria Colizza
Keyword(s):  
High Schools ◽  
Primary Schools ◽  
Large Scale ◽  
School Level ◽  
Reproductive Number ◽  
School Age ◽  
Social Distancing ◽  
Bed Capacity ◽  
The One ◽  
Primary School Age

ABSTRACTAs several countries around the world are planning exit strategies to progressively lift the rigid social restrictions implemented with lockdown, different options are being chosen regarding the closure or reopening of schools. We evaluate the expected impact of reopening schools in Île-de-France region after the withdrawal of lockdown currently scheduled for May 11, 2020. We explore several scenarios of partial, progressive, or full school reopening, coupled with moderate social distancing interventions and large-scale tracing, testing, and isolation. Accounting for current uncertainty on the role of children in COVID-19 epidemic, we test different hypotheses on children’s transmissibility distinguishing between younger children (pre-school and primary school age) and adolescents (middle and high school age). Reopening schools after lifting lockdown will likely lead to an increase in the number of COVID-19 cases in the following 2 months, even with lower transmissibility of children, yet protocols exist that would allow maintaining the epidemic under control without saturating the healthcare system. With pre-schools and primary schools in session starting May 11, ICU occupation would reach at most 72% [55,83]% (95% probability ranges) of a 1,500-bed capacity (here foreseen as the routine capacity restored in the region post-first wave) if no other school level reopens before summer or if middle and high schools reopen one month later through a progressive protocol (increasing attendance week by week). Full attendance of adolescents at school starting in June would overwhelm the ICU system (138% [118,159]% occupation). Reopening all schools on May 11 would likely lead to a second wave similar to the one recently experienced, except if maximum attendance is limited to 50% for both younger children and adolescents. Based on the estimated situation on May 11, no substantial difference in the epidemic risk is predicted between progressive and prompt reopening of pre-schools and primary schools, thus allowing full attendance of younger children mostly in need of resuming learning and development. Reopening would require however large-scale trace and testing to promptly isolate cases, in addition to moderate social distancing interventions. Full attendance in middle and high schools is instead not recommended. Findings are consistent across different assumptions on the relative transmissibility of younger children and for small increase of the reproductive number possibly due to decreasing compliance to lockdown.

scholarly journals Modelling the impact of reopening schools in early 2021 in the presence of the new SARS-CoV-2 variant and with roll-out of vaccination against COVID-19

2021 ◽  
Author(s):  
J. Panovska-Griffiths ◽  
R.M. Stuart ◽  
C.C. Kerr ◽  
K. Rosenfield ◽  
D. Mistry ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Vaccination Strategy ◽  
Transmission Blocking ◽  
Social Distancing ◽  
New Variant ◽  
The Uk ◽  
And Control ◽  
The Impact ◽  
Roll Out

BackgroundFollowing the resurgence of the COVID-19 epidemic in the UK in late 2020 and the emergence of the new variant of the SARS-CoV-2 virus, B.1.1.7, a third national lockdown was imposed from January 5, 2021. Following the decline of COVID-19 cases over the remainder of January 2021, it is important to assess the conditions under which reopening schools from early March is likely to lead to resurgence of the epidemic. This study models the impact of a partial national lockdown with social distancing measures enacted in communities and workplaces under different strategies of reopening schools from March 8, 2021 and compares it to the impact of continual full national lockdown remaining until April 19, 2021.MethodsWe used our previously published model, Covasim, to model the emergence of B.1.1.7 over September 1, 2020 to January 31, 2021. We extended the model to incorporate the impacts of the roll-out of a two-dose vaccine against COVID-19, assuming 200,000 daily doses of the vaccine in people 75 years or older with vaccination that offers 95% reduction in disease acquisition and 10% reduction of transmission blocking. We used the model, calibrated until January 25, 2021, to simulate the impact of a full national lockdown (FNL) with schools closed until April 19, 2021 versus four different partial national lockdown (PNL) scenarios with different elements of schooling open: 1) staggered PNL with primary schools and exam-entry years (years 11 and 13) returning on March 8, 2021 and the rest of the schools years on March 15, 2020; 2) full-return PNL with both primary and secondary schools returning on March 8, 2021; 3) primary-only PNL with primary schools and exam critical years (Y11 and Y13) going back only on March 8, 2021 with the rest of the secondary schools back on April 19, 2021 and 4) part-Rota PNL with both primary and secondary schools returning on March 8, 2021 with primary schools remaining open continuously but secondary schools on a two-weekly rota-system with years alternating between a fortnight of face-to-face and remote learning until April 19, 2021. Across all scenarios, we projected the number of new daily cases, cumulative deaths and effective reproduction number R until April 30, 2020.ResultsOur calibration across different scenarios is consistent with the new variant B.1.1.7 being around 60% more transmissible. Strict social distancing measures, i.e. national lockdowns, are required to contain the spread of the virus and control the hospitalisations and deaths during January and February 2021. The national lockdown will reduce the number of cases by early March levels similar to those seen in October with R also falling and remaining below 1 during the lockdown. Infections start to increase when schools open but if other parts of society remain closed this resurgence is not sufficient to bring R above 1. Reopening primary schools and exam critical years only or having primary schools open continuously with secondary schools on rotas will lead to lower increases in cases and R than if all schools open. Under the current vaccination assumptions and across the set of scenarios considered, R would increase above 1 if society reopens simultaneously, simulated here from April 19, 2021.FindingsOur findings suggest that stringent measures are necessary to mitigate the increase in cases and bring R below 1 over January and February 2021. It is plausible that a PNL with schools partially open from March 8, 2021 and the rest of the society remaining closed until April 19, 2021 may keep R below 1, with some increase evident in infections compared to continual FNL until April 19, 2021. Reopening society in mid-April, with the vaccination strategy we model, could push R above 1 and induce a surge in infections, but the effect of vaccination may be able to control this in future depending on the transmission blocking properties of the vaccines.

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