Pandemic Preparedness: Lessons from Drakeford on School Closures During Covid

Mark Drakeford, the former first minister of Wales, has come forward with candid reflections on the inadequate preparations taken to close schools at the onset of the coronavirus pandemic. During his testimony to the UK Covid-19 Inquiry, Drakeford noted that the focus of the Welsh government was primarily on keeping schools open until the urgency of the situation changed dramatically. He explained that discussions about school closures began as a possibility in late February 2020, but they only became a probability 48 hours before the official announcement on March 18, which mandated closing schools on March 20.

Drakeford acknowledged a serious lack of preparation, stating: ”I accept that the preparation wasn’t adequate for what we ended up having to do.” He emphasized how the initial strategy revolved around measures to keep educational institutions operational rather than preparing for an abrupt shutdown. Although hubs were established for vulnerable children and key workers, the attendance rates were disappointingly low, influenced largely by fear surrounding the virus.

Another key point brought up was the tension between educational policies and trade union interests. Drakeford, who identifies as a committed trade-unionist, noted that proposed changes to school summer holidays were met with resistance, resulting in complications regarding staff contracts. He admitted that the relationships with unions occasionally hindered decision-making, with the welfare of children sometimes taking a back seat. Reflecting on these challenges, he suggested that extending the school day or reforming the school year could provide a fresh opportunity to address issues left unresolved by the pandemic.

The article also recounts the nationwide closure of schools, initiated by Kirsty Williams, then education minister, on March 18, 2020. This action included the cancellation of summer examinations, leading to a chaotic grading system that had to be swiftly replaced with teacher-assigned grades. The months following were marked by disrupted education, as schools switched to online learning, with full returns only beginning in April 2021. Even now, the ramifications of this period are evident, with school attendance significantly lower and students struggling to recover lost literacy and numeracy skills.