A thriving library led by a professional librarian or library worker is an integral component of a healthy school that delivers excellence in teaching and learning. Planning to re-commence library services (or to lift restrictions on services imposed during COVID-19) is a necessary and positive step for your school.

When planning for the re-commencement of services that have been disrupted due to COVID-19, we recommend you consider the following:

• Re-commencing services should take a risk-managed approach which recognises the unique needs, circumstances and capabilities of each school and its community.


• Re-commencing services should happen as the result of an informed dialogue between school leadership and school library staff.


• This guidance is intended to apply to school libraries in primary and secondary schools. Provision in special schools is not covered within the scope of this guidance.


• It is important to recognise that a school library is much more akin to other shared spaces, such as gyms or the lunch hall, than it is to other learning spaces in the school such as classrooms. Re-commencing school library services therefore represents both an important and positive opportunity and a unique risk profile which must be reflected in school-wide plans.


• Planning to re-commence school library services should take account of the latest public health guidance and not put learners, teaching staff, library staff, volunteers or other visitors at risk.


• Planning to re-commence school library services should accommodate a phased approach, recognising the possibility of having to restrict or withdraw services again, should public health or Government guidance require it.


• Any decision on changes to services following the disruption caused by COVID-19, such as the use of Personal Protective Equipment (PPE) or physical protective measures such as screens or distancing measures must take into account their wider impact on the pupils, including particularly the impact on the learning experience and on equalities.


• No changes should be made to school library services in response to the disruption caused by COVID-19 which undermine the safety or welfare of children or young people, nor the school’s responsibilities for safeguarding.


• Where school library services are provided by an external party such as a 3rd party Schools Library Service (SLS), school leaders should use this guidance to inform a dialogue with them about the safe re-commencement of services.

The Working Party recommends that school library staff use this guidance to inform a structured conversation with school leadership in order to develop a shared plan for the re-opening or re-commencement of library services or the lifting of restrictions on services that were applied in response to COVID-19.

There is an increasing emphasis on the role of the Health & Safety Executive (HSE) and the use of Health & Safety Risk Assessments to inform organisational responses to COVID-19 and developing plans for the safe return to work of staff and users. This dialogue should happen in the context of the school’s overall approach to Risk Assessment.

We would suggest the following structure for this conversation:

Identify the context

It is useful to discuss the overall current threat level for COVID-19 as set out by the UK Government, as well as any guidance pertaining to the school library, including public health guidance, guidance from Unions and other representative associations and guidance relating to the safe re-opening of workspaces.

A set of links to published guidance from these authorities is provided on this page (see below).

Agree shared aims

It is helpful to agree with school leadership what your ambitions are for the re-commencement of library services, to what extent and over what period. It can be useful in doing this to agree a framework or structure of ‘levels’ of service provision (for example on a scale from 0 – ‘fully closed’ to 5 – ‘all library services resumed’). This can help everyone in the school community to understand which services are to be provided and the point at which additional services will re-commence.

Consider priority users

Since social distancing rules make it likely that you will need to manage demand for and use of physical spaces, equipment and stock, it is useful to identify whether there are specific user groups within the school community that ought to be given priority in accessing library services. This may include, for example, groups who are most impacted by the use of the library, or focusing on supporting those who are not at school.

Protect staff and volunteers

The school should maintain a clear policy on the safety and welfare of all staff in light of the COVID-19 pandemic. However, it is important to acknowledge that there are specific activities in the school library - such as the lending and borrowing of books, providing a safe and trusted non-classroom learning space or supporting teaching staff – which may require specific measures to protect staff and volunteers.

If staff need Personal Protective Equipment (PPE) is it important to identify what equipment is needed, of what quality and in what quantity. PPE should be provided by the school, following the relevant DfE guidance. The school will need to have clear mask-wearing advice and have measures in place to enforce this with students if required.

At the same time, school leaders should be aware of the circumstances of staff and volunteers and any non-school commitments such as caring for or living with vulnerable people that are ‘shielding’ from COVID-19. Any planning for the re-commencement of services should take the safety, welfare and circumstances of library staff and volunteers properly into account in accordance with DfE Guidelines (see detailed guidance in the relevant section below).

Address physical spaces

A school library is much more than just a physical space. However, the school library space will be the main point of contact for many users and so it is important to develop a plan for how it will be rendered safe both for use and as a place of work.

It is important to consider the library space in its proper context. How will users get to it? Is there space physically for social distancing? Does the space allow for separate entry and exit points? Are there sufficient staff to allow for ‘crowd control’ during busy times? Are there ‘sanitiser stations’ or equivalent to promote good hand hygiene? Is the space regularly and thoroughly cleaned? Whose responsibility is this?

It is important to have a plan in place which enables library users to observe Government guidance on social distancing and hygiene.The DfE guidance on planning and control hierarchies are useful to aid this planning. See the detailed DfE guidance for classrooms below which may indicate some anticipated measures for the school library.

IT Access and Equipment

Many school libraries now provide access to IT equipment including computers and printers. These can present specific risks where they are to be accessed by multiple users during the course of the day.

The library should have a plan to socially distance students in the computer area, deciding what is safe, and to space out computer station use where possible. This should reduce space in the computer area, so this must be in discussion with SLT and clearly signposted to teachers and other users.

Guidance has been sought about how long the virus lives on keyboards and other IT equipment, and whether it is possible, or desirable, to spray the keyboards, mice and other equipment after every use. If this is required, then provision needs to be made for enough PPE to do this every day - either sprays for equipment or sanitizing hand equipment for every student to use before touching IT equipment, to keep it safe for others to use.

A decision will need to be taken about whether the sharing of computer equipment is safe, and whether the practical implications of that are a suitable use of staff time. If shared equipment is necessary it is important to agree steps to ensure that providing access to shared IT equipment is rendered safe for library users, staff and volunteers. The library may also wish to consider implementing a ‘Bring Your Own Device’ (BYOD) policy in conjunction with other IT policies.

Books and resource circulation and browsing

One of the many key functions of a school library is to facilitate access to physical learning materials including books and other resources. These materials can present significant risks of spreading infection, particularly where they transition between multiple locations.

It is essential to establish systems and processes to ensure that incoming and outgoing resources and browsing are rendered safe for library users, staff and volunteers. These might include protocols for quarantining books for a specific period of time, or defining ‘safe handling’ protocols for staff and volunteers, including storage of books until safe to handle.

Library-based events and activities

Although unlikely to be a significant issue in the short-term, in the medium-term it is important to be aware of and plan for the resumption of activities in the school library which may include events such as author visits. A risk assessment will need to be undertaken to establish how risks to pupils, staff and volunteers and external visitors can be kept to a minimum.

In the short term it is important that groups of children do not use the same areas; this is in line with DfE guidance, and means that the plan of resuming ‘normal’ service may have several stages when different pupil groups can use the space. This may mean that the service needs to be adjusted for pupils who are not yet in school, as well as safely facilitating the ones who are.

Communication with parents/families/carers and pupils

Many people are understandably concerned about the risks to children and young people of returning to school, and will want to be assured that the school is doing everything it can to promote their safety and welfare.

At the same time, many parents, families, carers and pupils will be concerned about the disruption to teaching and learning resulting from the public health emergency. The school library has a central role to play in helping learners to minimise the impact of time away from school or not interacting with teaching and learning.

Additionally, many offer clubs and activities that help young people manage their mental health. Details about how the school library is safe, and details of the services available should be communicated to parents along with information about the rest of school.

Communication with school leadership and staff

It is important for school leadership and all staff involved in teaching and learning to understand the role of the school library and how it can help them achieve better outcomes for learners. The plan for re-commencement of library services (or the lifting of limitations on services) should be shared with colleagues across the school to ensure they understand how the library can assist them in their own planning and delivering altered learning.

Write it down

It is worth keeping a note of the outcome of your conversation. It will help to ensure that the process is transparent and accountable and will provide useful context in the event of a similar public health emergency in future. This may feed into the Risk Assessment document, and you can see examples of them completed by members of the working group.

Given the DfE guidance that different cohorts don’t mix unnecessarily, it may be useful for school library staff and SLT to identify the groups they see as requiring priority access to the school library. These may be groups that would benefit the most by using the library, perhaps those who are having intervention lessons; they will vary in every school. In some school libraries it may not be realistic to admit any students due to social distancing restrictions.

Where systems are put in place to limit entry to the school library consideration will need to be given to how they will be implemented, for example if there is a solo worker is it realistic for that person to be restricting access on the door and supporting pupils within the school library.

This information will need to be clearly and consistently shared with staff. School libraries often house a number of different groups (children who are out of lessons for a range of reasons etc) and alternative provision may need to be made and communicated.

The Department for Business, Energy and Industrial Strategy (BEIS) has provided updated guidance for employers to “make workplaces as safe as possible and give people confidence to go back to work during the coronavirus pandemic”. This includes 5 key points to create a ‘COVID-secure’ workplace:

1. Work from home, if you can – employers are expected to have taken ‘reasonable steps’ to support staff in working from home. If, however, it is not possible to deliver the library service from home, the Government guidance is that you should go to work.


2. Carry out a COVID-19 Risk Assessment in consultation with staff and Trade Unions and where possible publish the results and any actions agreed.


3. Maintain social distancing wherever possible – employers are encouraged to re-design workspaces where practicable to maintain 2 metre distances between people by staggering start times, creating one way walk-throughs, opening more entrances and exits, or changing seating layouts in break rooms.


4. Where people cannot be 2m apart, manage transmission risk, for example by installing barriers, establishing shift patterns or minimising the number of people in a space.


5. Reinforce cleaning processes, paying particular attention to parts of the space used by many people (such as door handles).

It is important in conducting the ‘COVID-19 Risk Assessment’ that the school takes into account the specific circumstances and needs of individual staff and volunteers in the school library. This should include:

• Whether the staff member or volunteer can travel safely to and from the school.


• Whether they themselves have an underlying condition that puts them at risk from COVID-19.


• Whether they care for or live with another person who is ‘vulnerable’ or at specific risk form COVID-19.


• Whether they have other caring or family responsibilities that will impact on their working pattern

We would expect school leadership and school library staff to reach a mutually acceptable plan for the re-commencement of services which does not put the individuals concerned at undue risk.

Providing alternatives

If you cannot provide a physical service either because it isn’t possible to implement the safety measures in line with guidance from the DfE and government, or because you are shielding, don’t worry, your safety comes first and there are alternatives. Options include:

• Discuss e-book provision with your SLT; many companies are offering services free for a few months. If this isn’t viable liaise with your public library to disseminate information about their e-book and e-magazine collection.


• Continue encouraging pupils to read; whether that’s online book clubs, virtual storytelling (in line with current copyright guidelines).


• Do virtual displays to continue to raise interest; new releases or share news stories and discussion clubs.


• Reading lists - update and re-share any subject lists you have; many children will want to read around a subject they miss.


• Update your website/VLE pages; is there anything which needs adapting to the circumstances?


• Start planning induction lessons; are there links you can share with the cohort over the summer? Could you set a challenge or scavenger hunt over the summer so they come to school with a shared experience? Given the context in which pupils will be coming back to school what will be essential for them in those early weeks?

Many school libraries provide access to IT, whether that is through shared computers, laptops, tablets or printing facilities. These are usually popular resources which require careful management. Keyboards are particularly hard to clean at all times, and may carry an increased risk as opposed to touch screens.

There is no specific guidance on cleaning IT equipment at this time, and so general procedures for cleaning workspaces should be followed.

The positioning of any equipment will also need to be adjusted to meet social distancing expectations, which with many computer suites may require two computers to be out of use for every one which can be used. Given this and the need to reduce use of the computers that are left (use may have to be restricted to one user per period to reduce cross-contamination - so only one pupil can use the computer for the length of break or lunch, as opposed to many children using the same computer) it is likely that some kind of IT booking process will need to be implemented when schools decide to allow use of these shared facilities.

The lending (even temporarily ie during break) of tablets and laptops will have to be carefully considered because of the chance of multiple pupils handling them; they are easily passed around and there is an increased risk of contamination. This equipment will need to be cleaned, and there must be a safe process of returning it; ideally it should not be returned directly to a member of staff, but placed somewhere for later cleaning.

Guidance on the infection risk for different materials has been sought from Public Health England (see above), but it is clear there is a risk posed by materials which are moving between households and school. This risk can be minimised by:

• Implementing a quarantining period for books and resources Creating a quarantine system/workflow to limit contamination risks (so only one person does the returns process, rather than multiple people)


• Safe storage of materials which still pose a risk, it is likely there wouldn’t be room for this in the library, so other additional areas may need to be provided


• Supporting low-risk ‘browsing’ - utilising digital library management systems where possible to allow pupils to identify the books they want to try.


• Providing a box of books for browsing to classrooms


• Promoting the use of e- and audio books, with support from your local public library service where needed.


• Extending the returns deadline of books which are currently out to September.

Example survival times of COVID-19 on different materials

Source: WebMD(US), accessed 14.05.2020

School librarians commonly handle cash for small transactions,such as running a stationery shop. Cash presents a significant transmission risk for COVID-19 - as noted above, some strains of the virus can survive for up to 5 days on some types of paper and up to 3 days on plastics - and as a result it is recommended that you avoid using cash in the library until the pandemic is under control.

Before any services are restarted a COVID-19 Risk Assessment should be completed. This will be a useful exercise to both engage with the risks and plan actions to minimise them. Ideally this will be done by the library staff and SLT together, but where staff are furloughed this may not be possible. Example COVID-19 Risk Assessments will be added in future.

The initial part of the risk assessment will be thinking about how the library will be used. At this stage, don’t try and plan for all year groups and full time use; you will need to do a series of RA’s as schools gradually welcome more students back. Given the current plans of your school, how will that impact your services? If you’re unsure what your school’s plans are, identify your priorities (and refer to the DfE priorities); how can you adjust services to ensure these priorities are met? Part of the risk assessment will be considering what actions can be taken to minimise risks. This may include:

• Relocation of activities, such as storytelling happening outside


• Preventing any toys being brought in from home (no teddy bear picnics or dressing up days)

The guidance from the government that class sizes should be of 15 pupils will put significant strain on staffing. It may be that the school needs you to do something different from your usual responsibilities. This should be discussed between you, with openness and understanding. Be honest about your strengths and capabilities.

Any limitations of service should be included in general school communications in order to ensure cohesive messaging and reduce anxiety. Families need clear messaging rather than department specific messages, so ensure there is a plan for how families will be informed about library services.

Due to the nature of the school library - its use by departments, year heads, tutor groups, intervention groups, TAs and volunteers the operating plan for the library will need to be communicated to school staff. They will all be anxious about their own areas of responsibility, so this needs to be clear and concise, and probably shouldn’t be the risk assessment. In the initial period make this operating plan about what you are going to do, and what needs to happen for you to be able to do it.

For example: "The school library will be open to 15 Year 11s at lunchtime to study. These will be bookable slots, so please don’t send students unless they have signed up.”

“I will deliver an information skills class to Year 4, however this will be split over 3 weeks, with one group a week.”

Start slow and low - with not many activities (initially there may not be any) and with fewer pupils. As much as you may want to get ‘back to normal’ this will be a process of many stages.

The measures announced by the Prime Minister in May signal a phased relaxation of the general restrictions on movement and travel. It remains possible that increasing social contact and economic activity triggers a '2nd lockdown' or further period of restrictions, including the re-closure of schools.

Library staff should discuss this possibility with their school leadership and ensure that there is a managed Contingency Plan in place for this eventuality.

For example, in the 'pre-lockdown' period in March, many pupils rushed to take out books from the school library, which will now need to be 'triaged' back into the library and quarantined prior to re-lending. Consider your experience of the implementation of the first 'lockdown' - what did you learn? What would you differently in the event of a 2nd?

This is clearly a stressful time, with heightened levels of anxiety and stress. Take active steps to manage these emotions to enable you to be your best self for the pupils. It is likely to be a difficult time as we transition through this period, with many changes made at short notice, and many difficult decisions having to be taken. It may be that decisions or comments feel more personal at these times; try to manage these and remember that everyone is going through a similar time.

• Many schools and unions offer services to support staff; make use of these services.


• Isolation is a real issue for school library staff; networking is important, and the more personal it is, the better. Face to face can work well, as can phone calls; emails may be less reassuring (and more easily misinterpreted).


• If there’s a group of you do a challenge, quiz or competition - or just meet up for a ‘tea and chat’ session


• Try and make a list of the positives, of things accomplished rather than focusing on things that haven’t been or can’t be done.

Libraries Connected have produced a valuable listings guide for information and resources on how to take care of your Health and Wellbeing At Home, including support services focused on mental health.

With the impact that this situation has had, and will continue to have, on the economy and on individual schools some school library staff may be concerned about their roles in the long or short term. There are no guarantees, and this situation is likely to have a serious impact on some schools. It can be incredibly hard to be in this position, and when you are passionate about your job and pour time, energy and money into it a decision like this can feel very personal. Try not to take it this way, every school leader will be looking to make decisions which ensure the long term future of that school, and some may have to make very painful decisions.

Some things that might help are:

• Join a union - they have the legal knowledge and insurance in place to provide the specialist advice these situations require


• Write a report of the things the library has accomplished this year.


• Write a list of the things the library will implement when you get back; these should tie into the school priorities

The Working Party has used the Definition of a School Library provided by the International Federation of Library Associations and Institutions (IFLA):

“A school library is a school’s physical and digital learning space where reading, inquiry, research, thinking, imagination, and creativity are central to students’ information-to-knowledge journey and to their personal, social, and cultural growth. This physical and digital place is known by several terms (e.g., school media centre, centre for documentation and information, library resource centre, library learning commons) but ‘school library’ is the term most commonly used and applied to the facility and functions.”

This definition identifies the following features that distinguish a school library, which more than 50 years of international research demonstrates positively impacts student achievement:

• It has a qualified school librarian with formal education in school librarianship and classroom teaching that enables the professional expertise required for the complex roles of instruction, reading and literacy development, school library management, collaboration with teaching staff, and engagement with the educational community.


• It provides targeted high-quality diverse collections (print, multimedia, digital) that support the school’s formal and informal curriculum, including individual projects and personal development.


• It has an explicit policy and plan for ongoing growth and development.



* We note that not every school is in a position to retain staff with formal qualifications in school librarianship and teaching. While this is desirable in supporting the full teaching and learning ambitions of the school, we encourage school leadership to ensure that school library staff are supported in their continuing professional development.

Under this definition, this Guidance emphasises the broad and positive role that a school library plays, not only in enhancing and extending curriculum-based teaching and learning, but in supporting enquiry-based learning, digital and information skills, critical thinking, pastoral care and the whole school culture.

The Department for Education is providing guidance for schools on the process of re-opening or re-commencing teaching and learning. We have provided the following ‘quick-view’ guide to the elements most relevant for school libraries.

The full DfE Guidance is available from their website.

The NEU provide a wide range of regularly-updated resources and bulletins relating to COVID-19 and schools. See below for key resources and links:

• NEU Coronavirus home page: https://neu.org.uk/coronavirus


• 'What we said today': https://neu.org.uk/coronavirus-what-we-say-today


• Latest JGS video: https://neu.org.uk/coronavirus#video


• Member FAQs (refreshed daily): https://neu.org.uk/advice/coronavirus-members

Additional resources:

• Current arrangements for keeping schools open for some students
• Staff and student attendance after potential exposure to Coronavirus
• Pay and sick pay entitlements for staff who cannot attend work
• Working entitlements for those who are continuing to work in school or are working at home
• Arrangements for the Easter holiday period
• Other employment-related questions
• Continuing basic precautions to prevent the spread of coronavirus

Feedback form if query is not covered above is here: https://neu.org.uk/form/coronavirus-form

Specialist Member FAQs:

• On Keeping Yourself Safe
• On Safe Home-based Working
• For Supply Educators
• For Leaders
• For Independent Schools
• For Officers [includes advice on District Meetings, Branch Meetings and Honoraria decisions]
• For Reps

---

What you need to know guidance

• On Exams
• On Special Schools
• On Distance Teaching
• On Hubs
• On Vulnerable Students

The Health and Safety Executive has set up a comprehensive set of COVID-19 Information Pages which include helpful advice on conducting a COVID-19 Risk Assessment.

• Visit the HSE COVID-19 Information Hub