Hillcrest Secondary School- Return to School Plan

Return to Campus Information for Parents and Staff

SEMPER PROSPICE

1

OUR VISION, PHILOSOPHY & VALUES

ect Inspire Curio

Resp
inationEmpower
sityFor each child to
Encouachieve personal
Indepeexcellence as a
valuable member

of our global
community

ndencreage Determ

Respect Independence

for ourselves, each other, to develop self-motivation
our community and the and purposefulness to learn
environment on an independent basis

Curiosity Determination

to discover, explore and to strive to achieve
develop personal interests
and strengths

2

Semper Prospice

Return to Campus Information for
Parents and Staff.
Post 100% Remote Learning.

This document provides important information for the Hillcrest
Community (parents and staff) about the arrangements for the
return to school as and when it is safe to do so.
Everyone’s safety is the most important consideration.
It is important to note that the following requirements are being
implemented in accordance with the advisories of the Kenyan
Government which oversees all Private Education Institutions.
Hillcrest must comply with all government regulations and
restrictions. There will be additional government requirements
which the school must put in place. As a result, the information in
this document is subject to change at potentially short notice. Our
staff will continue to do their utmost to ensure the continuity of
high-quality teaching and learning.

1

Return to School Plan – HSS.

1. Introduction:
After many months of lockdown and remote learning as per the Remote Learning Plan (RLP)
students, families and teachers need schools to be ready to reopen as soon as it is deemed safe
to do so. Nations have been reminded just how vital schools really are. Schools, by connecting
students with tutors as well as their peers, channel learning in many more proactive ways than is
possible by using the RLP. They teach essential academic skills, develop social skills and promote
knowledge and give overwhelmed parents room to breathe and work. Reopening schools in a
manner that is safe and responsive to the needs of families and communities will involve novel
challenges. One thing is clear, when this is over society will be fundamentally changed. Children
and their families, our school communities will need considerable support to deal with illness and
bereavement, changes in employment and housing situations.
2. Assumptions
• Hillcrest secondary school will reopen at some time in the 2020–21academic year on a gradual

basis. The reasons being:
1. Some people are asymptomatic and therefore can spread the virus.
2. The older generation is at a higher risk. We have a few members of staff who are over 50

years of age, and we have a duty of care to them.
• A number of pupils are not in Nairobi or even in Kenya and cannot return to school.
• Parents might be reluctant to allow their children to return to what some may regard as an

unsafe environment.
• The Remote Learning Plan is working effectively so there is less pressure to return.
• The additional cleaning required will entail the employment of additional cleaners who may live

in high risk infection areas or travel to school by public transport.
• Reopened schools will need modifications based on guidance from local and national health

officials, which could include physical distancing, temperature screenings, and frequent
disinfecting of classrooms. students and staff return.
• A vaccine might not be available for 12 months or more, meaning that plans should take into
account both the 2020–21 and 2021–22 school years.
• A medical expert on infectious diseases will be employed to guide us on the return to school
plan.
• Priority will be given to Y11 and Y13 (exam years) to allow them more time in school. All Year
groups not in school will be taught remotely. Those that are out of school for two weeks will
be asked to self isolate and if there are no infections, they will be allowed to return. The three
week cycle also gives Y11 and Y13 one blue and one green week.
3. Considerations
There are three broad considerations when planning for reopening:
A. Coordination and Planning
Schools will have to revamp their day-to-day operations to adhere to public health guidance. This
includes at least three areas of operations:

2

Semper Prospice

A.1. The School Day
Schools will have to examine every aspect of the school day - from classroom spaces to
class schedules to movement around the premises—these will need to be adjusted to
address new public health guidance.
A1.1 We will have a phased return to normlacy with less than half of the school in at any
one time. We will use the 2 week timetable to have certain groups in school at different
times. We are working towards a possible October 29th start date for a phased return. To
assist with the planning, we are proposing to extend the half term break from 19th to 28th
October (inclusive). Staff will return to school on 26th October for three days of training on
matters related to Covid-19. We will operate a three-week rolling schedule as follows:
• Y13 in Thursday and Friday 29th and 30th October
• Y11 in week commencing 2nd November.
• Y10 & Y13 in week commencing 9th November.
• Y9 & Y12 in week commencing 16th November.
• Y11 in week commencing 23rd November.
• Y10 & Y13 in week commencing 30th November.

3

A1.2 One-way system of travel will need to be placed in operation in the school with clear
signage.
A1.3 At the end of the school day as well as Lunch and break times, dispersal times will need to
be staggered.
A1.4 Classrooms will have desks placed away from each other with one pupil per desk. If
necessary, teaching sets will need to be adjusted accordingly to avoid congestion.
A1.5 Alternatives venues for meals will need to be used e.g. the use of the sixth form block, the
pavilion and the Old Toad Hall.
A1.6 There will be no assemblies that require mass gathering in the school.
A1.7 School transportation will observe rules regarding social distancing.
A1.8 All entrants into school will need to be temperature checked and enforced hand sanitizing
monitored.
A1.9 All entrants into school will need to have their face masks on at all times. Spare face
masks will need to be purchased for those that will inevitably forget them.
A1.10 No team sports will be played. There will be no matches with other schools until it is safe
to do so.

4

Semper Prospice

A1.11 Staff gatherings will be minimized - staff meetings in physical space and the use of the
staffroom will be discouraged.
A1.12 The school will be regularly deep cleaned daily. This will need to occur at the end of the
day at 15:30.
A1.13 There will be no after school events, other than support lesson periods.
A1.14 There will be no ECA classes on Friday. Students will either be allowed to go home early or
will be offered individual support by tutors, School Counsellor or study support in the library.
A1.15 Y11 and Y13 as well as Y12 Nov resitters start early.
A1.16 A comprehensive plan for the use of ICT needs to be implemented in the school not just to
cover the integration of the three phases but in terms of how remote learning can be sustained
and developed using all available resources at our disposal.
A1.17 Use of sanitizers around the school. The holders already located throughout the
secondary school will be filled with fluid for regular hand cleansing before entry and exit from all
classrooms and upon entry to the school.
A1.18 Washrooms will be regularly cleaned and replenished with soap. We have invested in
outdoor washing facilities. Purchase of portable hand washing stations with push button taps for
entry into the school.
A1.19 All windows to be left open as the discharge of stale air is important in reducing the risk of
infection providing the humidity levels outside are higher than 40% which they almost always are
in Nairobi.
A1.20 Seating plans for all students are made clear and do not change.
A1.21 The school uniform may have to be modified as ties in might be a breeding ground for the
transmission of the virus.
A1.22 All students that are not required in school cannot enter.
A1.23 The large two-person desks will be replaced by single seater desks. These will be placed
in the larger classrooms to allow for social distancing.
Departure and arrival points will have clear signage to allow for safer drop off and pick-ups.

A.2 Resourcing
A2.1 We have purchased ‘off the shelf’ online resources to support long term remote learning
using the RLP.
A2.2 We are to ensure that laptops are reliable and fully functioning..
A2.3 Purchase of PPE for staff to use in school. Seek advice on this from experts in this field
before a return to school in Sept. Screens for reception area. Possible 1.5 meters taped areas
around teacher desks.
A.3 Emotional and wellbeing Support.

5

A3.1 Schools need to consider students’ and staff social and emotional needs. All are
experiencing COVID-19 differently. Many are going through significant trauma because of
school closures, potentially losing friends and family members and experiencing insecurity
created from parents losing jobs. Social, Emotional and Trauma supports will be crucial not
only during this period of remote learning but also in the next academic years.
A3.2 Many teachers and other staff members will be vulnerable to COVID-19, raising
questions
about how to protect them, whether they will be able to work in schools next year, and how to
respond to any resultant personnel shortages. Maybe vulnerable staff should be able to work
in ways that are safe for them. Possibilities include the provision of additional PPE or remote
learning as is the case at the moment. Clinically extremely vulnerable adults are advised
not to work outside the home. We are strongly advising education staff, who are clinically
extremely vulnerable (those with serious underlying health conditions which put them at
very high risk of severe illness from coronavirus and have been advised by their clinician
or through a letter) to rigorously follow shielding measures in order to keep themselves
safe. Staff in this position are encouraged to work remotely. Human Resource Manager to
advise regarding who is vulnerable or not examples include Diabetes, Obesity, Age or other
vulnerabilities.
A3.3 New PSCHE schemes of work should be developed to deal with the specific challenges
that students are facing at the moment.
A3.4 The school re-opening in a different form will have a significant impact on the transition
of the students back into physical school life. They have an image of school pre-Covid-19
and to come back to a school that feels different and is not the school they left will be very
difficult for some students therefore, a greater emphasis will need to be put on building
increased pastoral and welfare time into the curriculum.
B. Communication.
B1.1 Students – this is a time of great uncertainty for all students. We are likely to get
developments that will require us to adapt rapidly and communicate appropriately. ECA time
Friday period 5 will be used for this purpose as an additional point of contact each week to
review how the week has gone. This could be arranged on a one to one basis rather than on
the whole tutor group basis that occurs on Blue Tuesday period 1 for ATY 2019-20. There
will be no ECA classes on Friday. Students will either be allowed to go home early or will be
offered individual support by tutors, School Counsellor or study support in the library.
B1.2 Staff – regular briefings to update them on plans and updates to reassure them if at all
possible, about their jobs and regular monthly salary payments to be made.
B1.3 Parents – regular briefings about the school. We will continue to use online platforms to
host teacher-parents’ meetings.
B1.4 Emails – these will continue to be responded to quickly and efficiently.
B1.5 Phones - during business hours, Front Office staff will be in school to answer telephone
queries.
B1.6 Use of online platforms to showcase our school, events, assemblies etc.
C. Regulatory flexibility.

C1.1 We will continue to be flexible as we adapt to unprecedented challenges.

66

Semper Prospice

4. HSS specifics

4A.1 Priority year groups.
The Key year groups for Sept 2020 are:
1. Those Y12 (Y11 2019-20) re-sitting their IGCSEs in November time.
2. Y11 and Y13- these two year groups have had their teaching disrupted severely with

Covid 19 and they are due to do their exams in June 2021.
If we return to Hillcrest early, then the following alternatives will be considered:
Plan A – If GEMS allows it, we will use Magadi Road premises for our Sixth Form. Those
teachers who teach only the sixth form will be based there, whilst others will be ferried
to and from the Hillcrest site by school transport to teach the other year groups. At the
Hillcrest main site, one of the three-year groups will be brought into school for a week’s
learning at a time. Starting with y11 then y10 then Y9. The rota with then continue in
week 4 with y11 Y10 and then y9 again. This will guarantee that y11
will be taught for two full weeks in the remaining time before we break on Dec 4th.
The two weeks spent at home between the week at school will be equivalent to the two
weeks isolation to establish that there has been no Covid 19 breakout in that year group.
External exams would be held in Hillcrest as normal.
Plan B – If GEMS do not think that the Magadi Road premises can be opened then we can
only use the Hillcrest site. In this instance pairs of year groups will be asked to return
to school again on a three-week rota basis. Year 11 in week one Year 13 and y10 in week
2 and then y9 and y12 in week 3. The rota would then continue with y11 starting week 4.
this will guarantee the key year groups for y11 and y13 two weeks of full lessons before
the holiday period starts on Dec 4th. The two weeks spent at home between the week at
school will be equivalent to the two weeks isolation to establish that there has been no
Covid 19 breakout in that year group. Research whether the external Nov exams could
occur in Gems Magadi Road.
4A.2 Learning and achievement. Razwana Kimutai lead, John Eveson support
Practical advice and support:
• Initial and continuous focus on student attainment through regular tracking and

monitoring meetings. The initial meeting must be held before the calendared school
opening date to enable teachers to start to set targets and to discover gaps.
• Focus on incoming Y12 students who might have to resit some IGCSE’s as well as
Y11s sitting early Mathematics. This will be coordinated by Mr Wairi immediately
results are released. Maths and English departments will provide the usual support.
• ‘End of Year’ Examinations and Learning aptitude assessments to be scheduled for
the first two weeks. Marking must be completed before the 3rd week in order to
facilitate target setting, tracking and monitoring strategies.
• Identification of barriers to access and alternative strategies especially for those
working below age-related expectations. Consistent feedback from students and
parents via surveys.
• Consistency of home learning provision and pupils’ access to provision
• The school should look into purchasing tablets, chrome books or note books which
students can borrow out for a fee. Failure to return damage or destruction would
result in financial penalty.
• Teachers to be enrolled on webinars or courses (budget allowing) to enhance
Remote Leaning techniques.
• Sharing of Best Practice to be enhanced through viewing of recorded lessons and

77

lesson observations.
• HOFs and HODs will need to conduct lesson observations to ensure that T and L standards

are meeting expectations.
• Tracking and Monitoring meetings to be held weekly.
• Use of Learning aptitude testing tools like GL Testing and ALPS to be enhanced as T and L

tools to help staff to discover gaps that need to be bridged.
• CAT 4 and PTs to be administered in the first two weeks (assuming that we can return to

physical school). ALPS to be uploaded for Y12 students.
• Scholars Programme: Hillcrest Conversations, scholars mentoring and projects.
• Checking student progress through review of trackers and through examination feedback.
4A.3 SEN, Safeguarding and Inclusion. Tiffaney Algar supported by John
Eveson
Practical advice and support on:
• Complete policy review including how we monitor attendance.
• Consider how to operate a fire drill under social distancing procedures and conduct a drill

straight after reopening.
• Provision must be made for children from vulnerable groups and those children of key

workers
• For the vast majority of children and young people, coronavirus is a mild illness. Children

and young people (0 to 18 years of age) who have been classed as clinically extremely
vulnerable due to pre-existing medical conditions have been advised to shield. We do not
expect these children to be attending school and they should continue to be supported at
home as much as possible.
• Medical provision will need to include appropriate rotations for medical staff and access to
compliant PPE equipment.
• If anyone becomes unwell with a new, continuous cough or a high temperature during

8

Semper Prospice

the school day, they must be sent home and advised to follow government guidelines. If a
child is awaiting collection, they should be moved, if possible, to a room where they can be
isolated behind a closed door, depending on the age of the child and with appropriate adult
supervision if required. This location could be situated in the old boarding house. Ideally,
a window should be opened for ventilation. If it is not possible to isolate them, move them
to an area which is at least 2 meters away from other people. If they need to go to the
bathroom while waiting to be collected, they should use a separate bathroom if possible.
The bathroom should be cleaned and disinfected using standard cleaning products before
being used by anyone else. PPE should be worn by staff caring for the child while they
await collection if a distance of 2 meters cannot be maintained (such as for a very young
child or a child with complex needs).
• Introduce a proper induction process for new students that is clearly outlined with each
stage being allocated to a specific person.
• Schools access to support to help pupils on the welfare register, those who are based in
boarding who are at home and those who have returned to school but are struggling with
the aftermath of Covid19.
• Consistency of interim provision and support for pupils with SEND including catch up
support for those that have suffered academically due to remote learning.
• Risk assessment Onsite and off-site provision and protocols.
• Coordination and access to therapeutic support and other external agencies for pupils.
• Development of specific wellbeing resources for all pupils as part of the PSCHE
programme.

9

4A.4 Curriculum, Progression and Pathways.
Kodeck Mose supported byJohn Eveson
Practical advice and support on:
• Guidance and support Year 8 transition into Y9 TT
provision.
• Guidance and support Year 11 transition to Y12 TT
provision.
• Guidance and support for Year 13 to HE or
employment Transition with FKi and MOt
• Generation of a suitable TT that will allow for
flexibility both between home and in school learning as
well as staggered breaks and finishing time for pupils
to allow for social distancing.
• Exams support working with PWa
• Options processes will be done online.

4A.5 Re-Opening the Boarding House Tiffaney Algar
supported by John Eveson
When the boarding house reopens, the following
checklist will need to be considered:
Risk Assessment:
• Review all relevant risk assessments and adapt as
necessary to take account of changed circumstances
• Review SCR and other databases for any checks,
permissions or training which have become out of date
during lockdown
• Ensure that there is suitable medical/ first aid cover, a
safeguarding lead and suitable catering and cleaning staff
available to work before reopening which includes out of
hours duty
• Make any adjustments to policies and procedures to
make them relevant to the new situation

Facilities:
• Check hot and cold-water supply is operating
fully, and ensure legionella/water testing is up to date
• Ensure we can get the tanks filled up before the
students return and that the process of filling the tanks

is in place with appropriate measures
• Check leaks on the roof have been fixed
• Check gas supply and functionality of all
appliances

• Continue regular testing of equipment, alarm
systems, call points, emergency lighting and fire
doors
• Consider how to operate a fire drill under social

10

Semper Prospice

distancing procedures and conduct a drill straight after reopening
• Conduct visual hazard check of all areas
• Ensure security and access control systems are working properly. Consider plans for

changing systems
• Encourage boarders and staff to report any areas or practices they consider unsafe under

current restrictions
• Agree and implement any necessary changes to laundry procedures
• Ensure appropriate PPE for any staff performing roles which will require it
Curriculum:
• Ensure appropriate boarding house supervision if some pupils are not in lessons
• Ensure appropriate access for boarders to online learning as appropriate. The WIFI will

need to be extended to rooms with a cut off time so they cannot access the WIFI late at night
• Consider the impact of any variation to the school day on the boarders and on the operation

of the boarding houses
• Ensure the needs of any year groups not in school or not currently being taught face-to face

are met
• Take out of use any areas not required and remove any furniture from use which impedes

flow or social distancing requirements
Kitchen:
• Ensure staff have sufficient time for appropriate cleaning procedures before service

resumes
• Decide on kitchen safety protocols to ensure social distancing requirements as appropriate
• Consider arrangements for service, including queuing, seating, staff supervision and

possible “staggered” mealtimes
• Conduct food stock check to identify out of date items
• Liaise with Catering Manager to ensure appropriate stock order levels to cater for any new

school numbers and arrangements
• Adapt dining house layout as appropriate, including flow, rearranged seating, floor

markings etc.
Boarding House:
• Identify what is a safe occupation level and if one house is not enough consider using the

old boarding facility to host for example junior boys and senior boys. This will have staffing
implications and affect the number of students allowed in a room.
• Match boarding capacity to school requirements (in the event of a phased return or phased
TT’s)
• Consider staffing levels if not all students are in school
• Consider flow of pupils in and out of the house
• Arrange suitable bathroom occupancy and consider staggered use which will affect bedtime
and wake up routines
• Ensure PPE is available for students as well as staff
• Display clear signage and notices including positive messages
• Ensure clear communication with parents and guardians about protocols and procedures
• Maintain communication with those boarders unable to return to school
• Remove into storage any furniture not required, to ensure greater space
• Designate use of social spaces to ensure hygienic operation e.g. different common rooms
on different floors
• Deep clean boarding house kitchen and plan for appropriate use

11

• Agree arrangements for weekly boarders if weekly boarding is to open.
• Decide on appropriate measures for pupils leaving site
• Decide on appropriate sanctions for accidental or deliberate infringements of social

distancing requirements and any COVID-19 related bullying
• Keep boarders informed of the nature of the worldwide situation and anything that will

affect the school’s ability to operate
Medical (Also refer to other considerations)
• Consider the needs of any pupils and staff with underlying heath issues or compromised

immunity and also pupils with family members being shielded i.e. those of resident staff.
• Consider PPE requirements for any staff undertaking medical care or other healthcare

tasks (all boarding resident staff)
• Decide on how to operate testing procedures which might be advised by public health

authorities or deemed appropriate by the school
• Evaluate cleaning arrangements for medical center/sick bay and adjust as necessary
• Ensure relevant communication channels are open between local health providers
• Evaluate and adapt current procedures for cleaning bodily fluids, and advise boarding and

other staff of the changes
• Draw up detailed arrangements of any suspected or confirmed cases in school and

communicate with parents and pupils so they know what will happen
• Review arrangements for transporting pupils to appointments
• Check for any changes to local GP and hospital opening hours

12

Semper Prospice

Activities
• Designate appropriate recreation areas (inside and outside) for use by boarders
• Decide upon appropriate levels of occupancy of each area
• Agree safe leisure activities with boarders and explain those which do not comply with

current restrictions
• Ensure appropriate checks and testing of any areas which require them, such as pools,

courts etc
Staffing
• Will increased staffing be needed if boarding house is split? Or in general e.g. for prep

sessions?
• Make appropriate adjustments for any staff unable to work (self-isolating, not in the country

etc)
• Consider the needs of any resident staff and their families, and ensure they understand and

abide by any restrictions. Other adult contracts will need to be adjusted.
• Review staff visitors policy
• Give full briefing to staff who do not operate in “pupil facing” parts of the school, so they

understand the situation
• Ensure proper briefing and training for any staff assuming different responsibilities
Wellbeing
• Ensure staff and pupils are fully informed of any changes or improvements to safeguarding

and welfare staffing procedures
• Ensure current arrangements for pupil well-being are functioning appropriately
• Ensure pupils considered to be vulnerable are fully supported
• Consider the changed needs of the school community as a whole – be aware of

bereavements, children of key workers and other considerations
• Enhance curriculum provision for well-being as above and appropriate
• Ensure boarding house staff are aware of any additional well-being procedures
• Provide regular and appropriate support for staff which could include outside counselling
Induction/New Pupils/Visitors
• Ensure appropriate arrangements for induction of new pupils/or suitable transfer of pupils

leaving
• Decide on appropriate procedures for parents and carers of prospective pupils to view the

school, which could be on-line
• Tailor written guidance and handbooks for September 2020 to reflect any potential changes

to previous procedures
• Absolutely no use of the facility by outsiders
Other considerations:
• Identify an isolation area – with bathroom facilities and if possible, with kitchenette, common

room and eating area
• Train staff on PPE and identifying Covid-19 symptoms
• Decide on Covid 19 testing procedures
• Separate area from normal first aid management for triage, and identify who will attend to

suspected covid 19 pupils.
• If isolation is required – designated first aiders from the boarding staff will need to be

identified. Enough to cover 24 hours on a rota.
• Liaise with local GP
• Liaise with parents/ carers and medical professionals regarding sending the child home

13

Contact us on:
Tel: +254 (0)20 266 2139/41, (0)724 255 444, (0)733 255 442
Email: [email protected]
www.hillcrest.ac.ke

EARLY YEARS PREPARATORY SECONDARY BOARDING