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Welcome and Introduction PeterRoderick Acting Consultant in Public Health, City of York Council / Vale of York CCG Key things to note Timeliness of the issue Evolving nature of response, guidance being written and implemented

  2. Welcome and Introduction PeterRoderick Acting Consultant in Public Health, City of York Council / Vale of York CCG

  3. Key things to note • Timeliness of the issue • Evolving nature of response, guidance being written and implemented concurrently, local variation in response to local circumstances • Emphasis today is on sharing learning / identifying issues for your areas to focus on - not on answering every question! • There are a large number of people on the call – impossible to field all queries. There will be some time for feedback / questions at the end and a follow-up route for queries to speakers • Please mute your microphone unless presenting!

  4. Summary of Session Welcome and introduction Peter Roderick, City of York Council / Vale of York CCG View from Local Authorities Julia Weldon, Hull City Council Joint working with PHE Health Protection Team Alexis Gilbert, PHE Yorkshire and the Humber Key issues for the higher education sector Professor Shirley Congdon, University of Bradford Local Authority case studies: - Sheffield City Council Bethan Plant/Debbie Hanson, Sheffield City Council - City of York Council Nick Sinclair, City of York Council Scenario-based discussion Breakout groups Feedback and Q&A All

  5. View from Local Authorities Julia Weldon Director of Public Health and Deputy Chief Executive, Hull City Council

  6. Joint working with PHE Health Protection Team Alexis Gilbert Consultant in Communicable Disease Control, PHE Yorkshire and the Humber

  7. Joint working with the Health Protection Team Alexis Gilbert, Y&H HPT , PHE, August 2020

  8. Key Principles for Prevention minimising contact with individuals who are unwell cleaning hands more often than usual ensuring good respiratory hygiene cleaning frequently touched surfaces minimising contact and mixing by altering the environment and timetables Reminder about testing if symptomatic. Encouraging and supporting students to register with a GP and to engage with Test and Trace when needed Providing support for students required to self-isolate to enable greater compliance (e.g. financial support, food shopping is something settings may want to consider and plan for)

  9. Version 1 11/08/20 PHE Yorkshire and Humber What to do if…. Prevention: Implementing and reviewing guidance and hierarchy of controls Cleaning Get tested as per Student/staff via NHS 1 STUDENT guidance online or member OR STAFF No need to and Stay at calling MEMBER should go notify PHE home 119. HAS home Health guidance SYMPTOMS Household Protection immediately for case contacts of Team. (no test to self-isolate and case self- result) for 10 days. household isolate for 14 days. contacts

  10. What to do if…. Prevention: Implementing and reviewing guidance and hierarchy of controls Student/staff The HPT will Household Email member should 1 STUDENT work with you contacts of Health OR STAFF to determine if go home MEMBER case self- Protection any contacts immediately to WHO TESTS in the setting isolate for Team and self-isolate for POSITIVE need to self- 14 days LA isolate 10 days. Student/staff The HPT will 2 OR MORE Household Email member should work with you STUDENTS contacts of Health to determine if go home OR STAFF case self- Protection any contacts WHO TEST immediately to in the setting isolate for Team and POSITIVE self-isolate for need to self- 14 days LA within 14 days isolate 10 days. To notify the Health Protection Team email: yorkshirehumberhpt@phe.gov.uk Please do not include identifiable information on individuals in your initial email.

  11. How will you know about cases? Notifying HPT & LA can support setting with early action and risk assessment HE setting NHS T est and notified. Information to Health Trace contact any contacts HPT work Staff/Student household Protection in the setting with you to tests positive and T eam & Local on self- identify if any community Authority isolation contacts in contacts the HE setting If 2 or more cases: risk Students likely to notify HE setting more quickly assessment, further control measures if needed. Contact definitions https://www.gov.uk/government/publications/guidance-for-contacts-of-people-with-possible-or-confirmed-coronavirus-covid-19-infection- who-do-not-live-with-the-person

  12. Cluster definition Especially important to notify if: Two or more confirmed cases of COVID-19 among students or staff who are direct close contacts, proximity contacts or in the same cohort* in the university or halls of residence within 14 days. * a cohort might be a tutorial group, lecture group, lab session, social club, or other defined group within the university. OCT or further Risk control Information assessment to Contact HPT testing/control gathering ascertain if measures if outbreak needed

  13. Joint working Early action with cases (gather information, testing, self-isolation, contacts traced) Risk assessment; testing; further Early notification controls if needed; of cases OCT if needed; Comms support Enabling to Reducing Prevention: individuals to follow implementing COVID-19 self-isolation advice guidance; enabling (E.g. food, suitable risk in HE accommodation, students and staff to follow guidance finances, attendance setting records)

  14. Key issues for the higher education sector Professor ShirleyCongdon Vice Chancellor, University of Bradford

  15. Key University Concerns Professor Shirley Congdon Vice-Chancellor, University of Bradford Webinar: Covid Prevention and Outbreak Management in University and College Settings Wednesday 12 August, 10:00 – 11:30 15 12 August 2020 Professor Shirley Congdon

  16. Key Concerns for Higher Education: Phase One - Hard Lockdown Business Continuity and Financial Sustainability • Ensuring the confidence of staff and students (current and future) • in University COVID-19 protective measures – strong communications and planning Challenges with sudden shift to full remote working, learning, • teaching and assessment Health and safety of staff, students, contractors and visitors in a • new working and learning environment Supporting students in financial hardship, issues with • accommodation and day to day living Supporting the mental health needs of staff and students – • reviewing accessibility of services and responding to demand Differential impact of COVID-19 on diverse communities • Digital Inequalities • Impact of Covid-19 on our people • 16 12 August, 2020 Professor Shirley Congdon

  17. Key Concerns for Higher Education: Phase One – Hard Lockdown cont. • Delivery of research grants and KTPs • Business engagement and placements • Supporting the covid-19 emergency – health & social care workforce, PPE, innovating with business, research etc 17 12 August, 2020 Professor Shirley Congdon

  18. Key Concerns for Higher Education: Phase Two - Emerging from Lockdown Defining the new university experience - a teaching, research and staff • offer that will maximise health and wellbeing and support control of the virus Delivering blended teaching and learning – ensuring a high quality and • safe student experience Supporting the wider student experience beyond the classroom • Assessing how transition from lockdown will affect different student • cohorts, courses and staff – mitigating impacts with appropriate actions Preparing for and responding to further national and local lockdowns – • major incident planning, partnership working to strengthen local responses and supporting all students (including commuter students, international students, local students) Cultures, values, beliefs • Adhering to local and government guidance, social distancing measures • – implementing changes to practices, campus layout and infrastructure. 18 12 August, 2020 Professor Shirley Congdon

  19. Key Concerns for Higher Education: Phase Two - Emerging from Lockdown cont Monitoring infection rates • Test and Trace • ‘You keep us safe’ versus ‘keep yourself safe’ nexus • Re-profiling of investment • Re-structuring of business models • Supporting employability and graduate outcomes through a time of recession • Supporting outreach and school attainment in the post-COVID environment • 19 12 August, 2020 Professor Shirley Congdon

  20. Case Study 1: Sheffield Debbie Hanson Health Improvement Principal, Sheffield City Council

  21. Work with FE and Universities in Sheffield Debbie Hanson Health Improvement Principal Public Health

  22. Setting the Scene • 2 Universities- University of Sheffield and Sheffield Hallam University • 1 large 6 th form college and a number of 6 th forms linked to secondary schools • Large international university community • Existing good relationships with public health • PH Representation on student health and wellbeing board and University rep on Sheffield HWB

  23. Progress so far • Pulled together a virtual team from all settings • Developed outbreak plan and joint working agreement in conjunction with PHE • Agreed SPOC for each organisation and link to Public health team for support • Even though there are differences encouraged settings to work together • University to encourage all students to register with a GP

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