Question: What is the status of adult education establishments during the lockdown?

Answer passage (source: UK):
page_title: Guidance Maintaining education and skills training provision: further education providers
section_headers: Adult education budget (AEB) and advanced learner loans bursary contract for services
Devolved AEB
section_content: From 1 August 2019, the AEB is apportioned between the ESFA and 6 mayoral
combined authorities (MCAs) and the Greater London Authority (GLA) and the
ESFA is no longer accountable for administering AEB in those devolved areas.
The MCA or GLA will be responsible for agreeing arrangements with their
providers in respect of devolved AEB.
[AEB]: adult education budget
  [ESFA]: Education Skills Funding Agency
  [MCAs]: mayoral combined authorities
  [GLA]: Greater London Authority

Reviewer feedback on this answer:
Doesn't have any information about the status of adult education providers. Entirely off topic.
does not tell the status of educational facilities.

Reviewer ratings:
Bad
Bad

Answer passage (source: UK):
page_title: Guidance Maintaining education and skills training provision: further education providers
section_headers: Increasing attendance in FE colleges and other providers: a checklist
section_content: On 11 May, the Department for Education published guidance on a phased wider
opening of schools, colleges and
nurseries and setting out actions for education and
childcare settings to prepare for wider
opening. Because the transmission rate of coronavirus (COVID-19) has
decreased, we anticipate that with further progress, from the week commencing
1 June at the earliest, more 16-19 learners in key assessment years, in
addition to vulnerable learners and the children of critical workers, will be
able to attend further education settings. We are therefore asking schools,
colleges and childcare providers to plan on this basis.
Provision would also continue for:

vulnerable learners (as defined)
children of critical workers (as defined) in any year group
colleges are also asked to work towards provision for certain groups of learners, as identified in the Maintaining education and skills training provision: further education providers guidance published by the Department for Education.

This checklist is intended to provide support to colleges preparing their
short term response to increasing attendance and face-to-face contact for some
groups of learners. The list is not exclusive and should be seen as a set of
guiding principles for college leaders and governing bodies to assist their
decision making when approving their detailed plans for extending attendance
of learners in their college. The checklist outlines considerations that need
to be taken account of in order to ensure that appropriate assessment of risk
has been taken to secure the safety of learners and staff, as well as ensuring
that due consideration has been given to any wider impact on the college’s
area and community.
Implementation of the checklist may well have financial implications; care
must be exercised to ensure these are taken into account with due regard for
the impact on the college’s overall budget and financial position. Regular
updates should be provided to the Education and Skills Funding Agency ESFA
territorial teams as appropriate.
Given the varied nature of colleges it is not possible for the government to
be prescriptive and provide a blueprint that could apply to every college. A
tailored approach, within these guiding principles, will be required to ensure
an approach that is practicable, safe and which meets, as far as is possible,
the needs of the learners, staff and wider community. This guidance will not
be exhaustive and there may be particular circumstances which necessitate the
consideration of factors not covered here.
It is recognised that many college leaders and boards have already been
scenario planning for this eventuality, taking measures to risk assess and
prepare in general terms, whilst awaiting further detail of proposals. This
guidance aims to further assist preparations.
Guidance documents that this should be read in conjunction with this are:

Safe working in education, childcare and children’s social care
Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak
Coronavirus (COVID-19): safeguarding in schools, colleges and other providers
Keeping Children Safe in Education 2019
Working Together to Safeguard Children

In addition the following documents published on 11 May provide updated
information:

Press notice
Actions for educational and childcare settings
Implementing protective measures in education childcare settings
Information for parents and carers

Further guidance will be published as appropriate.
Colleges should also be aware of support and advice that may be available from
trade associations, and the Health & Safety Executive.
Checklist theme
1.0 Governance and leadership
Key consideration
Ensure that there is a comprehensive plan for increased numbers of learners
attending and associated risk plan in place. The plan should be approved by
the governing body and should also be endorsed by the Head of Health and
Safety at the college
Notes
Governing bodies will need to demonstrate that they have acted appropriately
and have taken due account of health and safety matters
Checklist theme
1.1
Key consideration
Consider establishing a coronavirus governance and leadership group which
meets regularly to monitor the board approved plan and consider any required
adjustments and/or circumstances that may have arisen that require an
immediate policy response. The group’s membership, role and relationship to
the full board should be agreed by the board, along with regular reporting
protocols
Notes
This group would monitor progress against the plan and be advised of decisions
that may be required to be taken by the Principal and senior leadership team
SLT. It should include the Head of Health and Safety and the designated
safeguarding lead. The group needs to consider financial implications and
direct as appropriate. Consider extending the role of the Health and Safety
committee and their responsibility. Provide a clear line of accountability for
decision making.
Checklist theme
1.2
Key consideration
Ensure that there is regular communication with all essential external key
contacts and, in particular, those that are required to enable the safe
delivery of the plan for increased numbers of learners attending.
Notes
For example, the local authority and their coronavirus task groups which are
likely to include the local NHS, the local authority designated officer (
LADO), transport companies, catering companies ESFA.
Checklist theme
1.3
Key consideration
Ensure there is clarity regarding named on site leadership for decision
making, with a nominated individual each day where the CEO/principal is not in
college.
Notes
Likely to be a member of the SLT and/or the Head of Health and Safety where
the CEO/principal is not present.
Checklist theme
1.4
Key consideration
Ensure that there is a mechanism in place to record and monitor the costs of
implementation of the plan for increased numbers of learners attending.
Notes
The cost of increased numbers of learners attending will need to be monitored
and reviewed
Checklist theme
2.0 Learners and Learning
Key consideration
Clarify the numbers of learners who will be returning, plan for their likely
additional and/or enhanced well-being /pastoral support needs (eg counselling)
and identify resources required
Notes
Consider options / alternatives for residential and other learners where daily
travel is impractical and returning to live on site is either too high risk or
is not acceptable to learners. Consider options for staggered/reduced
attendance across the week and providing learners with a combination of taught
sessions at college and online learning. Consider liaison/communication
strategy with local neighbours/business
Checklist theme
2.1
Key consideration
Agree what returning support is available for vulnerable and/or disadvantaged
learners, updating the safeguarding arrangements and policy where required.
Notes
Agree ongoing approach for learning offer for vulnerable young people and
children of critical workers who are not in the returning year groups. Make
appropriate use of bursary / student support funds.
Checklist theme
2.2
Key consideration
Put in place provision for the return of learners with special educational
needs and disabilities (SEND)
Notes
Maintain close contact with the LA
Checklist theme
2.3
Key consideration
Consider how and where food can be available - minimising the need for
learners to visit central refectory/canteen facilities/ and ensuring any
queues can be avoided or socially distanced
Notes
Review access / safe use of vending machines. Retention and application of
meal voucher scheme; breakfast clubs
Checklist theme
2.4
Key consideration
Communicate plans and behavioural expectations to learners (and carers/social
workers/ guardians/ parents as appropriate) and review strategies to ensure
these are adhered to, with appropriate responses to non-compliance
Notes
_Update any behavioural policy. Increase the level of supervision/security to
ensure learners maintain social distancing. Consider the benefit of online
induction resources for staff and learners returning to college. Note that
some learners will need this to be communicated in accessible format/ will
need support to understand the plans/ expectations
Checklist theme
2.5
Key consideration
Undertake a comprehensive review of travel and transport arrangements and
advice for learners especially capacity and social distancing requirements
Notes
Due consideration of the wider implication in the community of where this will
place demand on public transport/ parking/ and any required revisions to
college transport arrangement. Liaise with LA where transport is provided for
young people with EHCPs. Implications of new arrangements for safeguarding
Checklist theme
2.6
Key consideration
Any residential provision necessary for returning learners will need to be
appropriately risk assessed, with measures taken to address and limit use of
any communal areas, ensuring social distancing and appropriate levels of
cleaning.
Notes
Clear guidance will be required for learners to advise on safe behaviours in
their leisure time/ ways to limit their social contacts
Checklist theme
2.7
Key consideration
Issue clear guidance for learners coming into college to move straight to
classrooms and limit any congregation points
Notes
Consider guidance for learners on private study arrangements during free
periods. Review policy on tutorials and large gatherings on campus. Note that
some learners will need this to be communicated in accessible format/ will
need support to understand the plans/ expectations
Checklist theme
2.8
Key consideration
Agree online learning offer / options for eligible learners who can’t attend
college
Notes
Checklist theme
2.9
Key consideration
Ensure attendance recording and monitoring processes are in place and capture
as appropriate any learners absent due to coronavirus symptoms
Notes
Checklist theme
2.10
Key consideration
Consideration of policies on learners and staff attending college where they
are living with people who fall into clinically vulnerable categories (i.e.
risk of learners taking the virus home)
Notes
Include arrangements to include further enhancements as appropriate eg
emerging thinking on BAME
Checklist theme
2.11
Key consideration
Impact assessment on learners with protected characteristics
Notes
Checklist theme
2.12
Key consideration
Policies and approach to testing of learners for coronavirus
Notes
Checklist theme
3.0 A safe environment
Key consideration
Steps to ensure risks are minimised- enhanced hygiene care and limited
movement: entry/exit points, corridor management, staggered start and end and
break times, toilet use / cleaning, use of communal areas minimised, hand
sanitisers in key places and classrooms, arrangements for the very small
number of cases where personal protective equipment (PPE) supplies will be
needed: if your staff provide intimate care for any children or young people
and for cases where a child or young person becomes unwell with symptoms of
coronavirus while in their setting and needs direct personal care until they
can return home
Notes
Guidance ‘Steps to limit risk in educational settings’ should be noted.
Nominated first aiders training updated. Ensuring external essential service
providers are operating eg sanitary products
Checklist theme
3.1
Key consideration
Review building(s) capacity from social distancing perspective
Notes
_Strategies to manage corridors connecting learning spaces
Checklist theme
3.2
Key consideration
Reconfigure timetabling, patterns of attendance and delivery methodology for
any face to face delivery to facilitate: small group sizes reduced student
movement around campusreduced contacts overall
Notes
Consideration of ways to limit movement/social contacts and demands on public
transport
Checklist theme
3.3
Key consideration
Update health and safety policy and conduct revised coivd-19 specific risk
assessments of areas particularly facilities / provision where physical
contact is normally involved (e.g beauty therapy, sport). An amended fire and
evacuation procedure needs to be in place.
Notes
Ensure changes to policies are clearly communicated to staff.
Checklist theme
3.4
Key consideration
Reconfiguring room and equipment layout to ensure social distancing
Notes
Checklist theme
3.5
Key consideration
Enhanced cleaning schedules and procedures for shared equipment/workshops
Notes
Checklist theme
3.6
Key consideration
Arrangements regarding PPE need to be put in place as appropriate
Notes
Particular consideration may be required for learning support assistants
attached to learners needing personal / medical care
Checklist theme
3.7
Key consideration
Clarity as to how safety measures and priorities will be displayed/messaged
across campus
Notes
Checklist theme
3.8
Key consideration
Check that all suppliers and subcontractors (transport providers/grounds
maintenance etc) are following appropriate social distancing and hygiene
measures
Notes
Checklist theme
3.9
Key consideration
Appropriate planning in case someone falls ill on site/or becomes ill after
having been on site.
Notes
Clear contingency plans should be considered to respond to situations where
staff or learners on-site report symptoms of coronavirus
Checklist theme
3.10
Key consideration
Consider revised access / opening times for learning resources centres and
open study areas with appropriate modifications in place to provide for
adequate social distancing
Notes
Consideration should be given to multiple use of IT hardware (e.g. keyboards)
and appropriate cleaning requirements. Changing facilities
Checklist theme
3.11
Key consideration
Review planned capital / maintenance work to ensure essential works only take
place and that safe working practices are being implemented by contractors
Notes
Liaise with your ESFA contact where you are reviewing government-funded
planned capital work
Checklist theme
3.12
Key consideration
No unannounced external visitors to the college at this time, with planned
visits from external visitors limited to those deemed essential by senior
leaders
Notes
Checklist theme
4.0 Staff
Key consideration
Agree any flexible working arrangements needed by staff to support any changes
in delivery patterns
Notes
Home working policy; implications for case loading
Checklist theme
4.1
Key consideration
Identify staff who can’t return to college (shielding/self
isolating/clinically vulnerable) and their alternative contribution
Notes
_Strategies for recording supporting evidence. Consider options for cover for
absent staff to minimise the risk of unstaffed classes and/or learners with
unplanned free periods
Checklist theme
4.2
Key consideration
Communicate plans and expectations to staff and arrange for training, pre
briefing and support as appropriate.
Notes
Checklist theme
4.3
Key consideration
Put in place measures to check on staff’s well being, including for leaders.
Notes
Specific HR policies may be needed / amended
Checklist theme
4.4
Key consideration
Consider revised travel and transport arrangements and advice for staff
Notes
Due consideration of the wider implication in the community of where this will
place demand on public transport/ parking/ and any required revisions to
college transport arrangements.
Checklist theme
4.5
Key consideration
Confirm policy / approach to testing of staff for coronavirus
Notes
Checklist theme
4..6
Key consideration
Reconfiguration of staff offices where appropriate to conform with social
distancing guidance
Notes
Checklist theme
4.7
Key consideration
Impact assessment on staff with protected characteristics
Notes
*[ESFA]: Education Skills Funding Agency

Reviewer feedback on this answer:
Has detailed information about how the pandemic will affect adult education institutions.
does not tell the status of educational facilities

Reviewer ratings:
Excellent
Bad

Answer passage (source: UK):
page_title: Guidance Maintaining education and skills training provision: further education providers
section_headers: Residential providers
section_content: We are expecting residential further education providers to keep their
residential provision open where necessary, and decisions will have to happen
on a case by case basis. It is especially important that residential providers
remain open to those who have particular needs that cannot be accommodated
safely at home, and those who do not have suitable alternative accommodation.
In collaboration with Public Health England and Department of Health and
Social Care (DHSC), we have produced guidance on isolation for residential
educational settings,
including further education providers with residential accommodation and
residential special colleges. This contains advice on managing the setting in
the case of self-isolation or infection.

Reviewer feedback on this answer:
Has minimal information about adult education, instead focusing on residential institutions.
does not tell the status of educational facilities

Reviewer ratings:
Could be Improved
Bad