Covid-19 changed all of our lives in a very short time.

Schools had to react quickly and, despite what some may unhelpfully say, they have risen to this challenge with aplomb.

However, while we now wait for the next phase of coping with this pandemic, the question we need to ask is whether there will be lasting changes to our education system due to the effects of the virus.

Coronavirus: The immediate challenges for schools

In the short term, the answer is clear, with numerous challenges facing schools, such as how to tackle the issue of reintegrating pupils into the system when lockdown is lifted.

Academically and emotionally, this period will have had a massive effect on pupils, teachers and support staff. Some will have had a structured home-schooling, others will have utilised the online facilities on offer, but some will have had nothing.

Without careful management, more inequality in the pupils’ learning could be created, having a lasting effect on a pupil’s overall education.

The education divide is already a concern that all teachers know well, and the fear is that the pandemic will only exacerbate this. Tackling this must be a top priority  - both in the short term and the long.

There is also the immensely tricky task of grading for exams that students would have taken in the summer.

Even for schools with plenty of data to help in this process, it will be hard for teachers to see their students’ work scored in this way - particularly for students who teachers were sure would perform better come the big day, but will now never have the chance to do so.

These changes will be hard but necessary - but most will wish they had never happened.

Positive changes to embrace

But we must look for positives, too. To my mind there are six things the profession should see as areas of optimism to consolidate and grow from:

1. Wellbeing and happiness. These are being recognised as a core element of our education system. If this crisis has taught us anything it is that our health is so valuable, and must always be supported.
2. Trust. With a recognition of the vital role they play in society, trust in teachers is being re-established. And this, in turn, may make the teaching profession one that people want to be in. And perhaps most optimistically, the strained relationship between teaching and the government will be eased.
3. Curriculum change. Schools as exam factories may be questioned and hopefully a move to a more individualistic, creative approach will be sought, where more pupils want to learn rather than being told that they have to.
4. Online and remote learning. This will be respected more and play a more important part in all future curricula. We perhaps will never ignore the fact that pandemics, or the humble snow day, can occur, and we need to plan for it in any future curricula.
5. More support systems. Governing bodies have had to take on a whole range of additional responsibilities during the crisis and maybe this needs to continue.
6. Changes to Ofsted. Ofsted will have to change when it comes back. Data, which has been the cornerstone of all inspections, will be put on the back burner, and inspectors will need to look at what schools actually do. Or maybe it will be recognised that the inspection body is no longer needed.

Overall, everyone (well, almost everyone) recognises how schools and the professionals in them have risen to the challenge of coronavirus and will continue to do so for as long as is necessary.

And, of course, we all want things to return to normal as soon as possible.

But we should also embrace the opportunity for change and evolution that the situation has given us - hopefully we never have another like it again so we should find the positives during these tough times.

Colin Harris led a school in a deprived area of Portsmouth for more than two decades. His last two Ofsted reports were “outstanding” across all categories