Welcome and Introduction PeterRoderick Acting Consultant in Public - - PowerPoint PPT Presentation

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

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!

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
• City of York Council

Bethan Plant/Debbie Hanson, Sheffield City Council Nick Sinclair, City of York Council Scenario-based discussion Breakout groups Feedback and Q&A All

View from Local Authorities

Julia Weldon Director of Public Health and Deputy Chief Executive, Hull City Council

Joint working with PHE Health Protection Team

Alexis Gilbert Consultant in Communicable Disease Control, PHE Yorkshire and the Humber

Joint working with the Health Protection Team

Alexis Gilbert, Y&H HPT , PHE, August 2020

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)

What to do if….

1 STUDENT OR STAFF MEMBER HAS SYMPTOMS (no test result)

Student/staff member should go home immediately to self-isolate for 10 days.

Get tested via NHS

• nline or

calling 119.

Household contacts of case self- isolate for 14 days.

No need to notify PHE Health Protection Team. Cleaning as per guidance and Stay at home guidance for case and household contacts

Version 1 11/08/20

PHE Yorkshire and Humber

Prevention: Implementing and reviewing guidance and hierarchy of controls

1 STUDENT OR STAFF MEMBER WHO TESTS POSITIVE

Student/staff member should go home immediately to self-isolate for 10 days.

Household contacts of case self- isolate for 14 days Email Health Protection Team and LA

The HPT will work with you to determine if any contacts in the setting need to self- isolate 2 OR MORE STUDENTS OR STAFF WHO TEST POSITIVE within 14 days

Student/staff member should go home immediately to self-isolate for 10 days.

Household contacts of case self- isolate for 14 days Email Health Protection Team and LA

The HPT will work with you to determine if any contacts in the setting need to self- isolate

What to do if….

Prevention: Implementing and reviewing guidance and hierarchy of controls

To notify the Health Protection Team email: yorkshirehumberhpt@phe.gov.uk Please do not include identifiable information on individuals in your initial email.

Staff/Student tests positive NHS T est and Trace contact household and community contacts Health Protection T eam & Local Authority HE setting notified. HPT work with you to identify if any contacts in the HE setting Information to any contacts in the setting

• n self-

isolation

How will you know about cases?

Students likely to notify HE setting more quickly Notifying HPT & LA can support setting with early action and risk assessment If 2 or more cases: risk 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

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.

Contact HPT Information gathering Risk assessment to ascertain if

• utbreak

OCT or further control testing/control measures if needed

Joint working

Reducing COVID-19 risk in HE setting

Prevention: implementing guidance; enabling students and staff to follow guidance

Early notification

• f cases

Early action with cases (gather information, testing, self-isolation, contacts traced) Risk assessment; testing; further controls if needed; OCT if needed; Comms support Enabling to individuals to follow self-isolation advice (E.g. food, suitable accommodation, finances, attendance records)

Key issues for the higher education sector

Professor ShirleyCongdon Vice Chancellor, University of Bradford

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

12 August 2020 Professor Shirley Congdon 15

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

12 August, 2020 Professor Shirley Congdon 16

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

12 August, 2020 Professor Shirley Congdon 17

Key Concerns for Higher Education: Phase Two - Emerging from Lockdown

• Defining the new university experience - a teaching, research and staff
• ffer 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.

12 August, 2020 Professor Shirley Congdon 18

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

12 August, 2020 Professor Shirley Congdon 19

Case Study 1: Sheffield

Debbie Hanson Health Improvement Principal, Sheffield City Council

Work with FE and Universities in Sheffield

Debbie Hanson Health Improvement Principal Public Health

Setting the Scene

• 2 Universities- University of Sheffield and Sheffield Hallam University
• 1 large 6th form college and a number of 6th 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

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

Challenges/actions

• Knowing who is onsite at any one particular time
• Accommodation providers especially if students need to self isolate
• How to respond to positive cases – Scenario planning
• Students adhering to COVID-19 guidelines
• Staff health and wellbeing
• Before students arrive: comms and information, what to do if you are ill,

registering with a GP etc

• Early weeks: Planning - identifying potential ‘Shielders’ who may have to shield

if there’s a local lock down, those that may need support to isolate, telling people who to contact if they are told to isolate

• Action for cases/ contact tracing: good record keeping on who has been where,

clear processes for working to identify contacts, comms plan

• Precautions and COVID-19 secure actions: cleaning, social distancing, hand

washing facilities, risk assessments

• High risk areas: communal eating, congregating areas, transport hubs

Case Study 2: York

Nick Sinclair Public Health Specialist Practitioner Advanced, City of York Council

Developing Local Responses

• 4 Institutions, 2 FE & 2 HE, circa 30-40k students
• Strategic Working Group & Operational Preparedness Group report to Outbreak

Control Board

• Joint membership LA & Institions
• Principles of responses consider:
• Capacity – for welfare support / contact tracing / pastoral support
• Speed – access to timely test results / local response assessment is key
• Accuracy – reliance on self-swabs / false negatives
• Access - Pillar 2 not wholly accessible, concerns about access to home test kits
• Consistency – in messages / between institutions / clear processes and role definition
• Key Concerns / trickiest issues:
• Access to testing
• Cohort identification / contact tracing / welfare follow-ups
• Communication / prevention

Breakout session

Breakout session

• Groups of 6
• Introduce yourselves
• Appoint someone to watch the clock
• Read each scenario stage, and discuss the related questions
• 3 stages, 5 minutes approx. on each
• The point is to generate discussion and surface key issues – there may

be no ‘one’ right answer and you may identify significant local variation in approach (which may be appropriate!)

Feedback and Q+A