However, well before covid 19, some schools had scheduled home learning days at regular intervals over the course of the year and their staff had prepared and coached their learners incrementally to be equipped to study effectively and independently at home.

Learning-powered schools focus on education beyond examinations, on developing learning behaviours as well as (and to support with) getting results. They encourage their staff to talk the language of metacognition habitually with their classes, so that their students can see how the learning activities have been crafted, why they are learning in the way they are, and what skills they are practising. They employ ‘split screen’ lesson planning; they are explicit about the learning dispositions being developed in each lesson as well as the subject content and skills being taught. They encourage the students to get involved in co- planning schemes of learning with their teachers. They coach their students to design and teach starter and plenary activities to their peers or younger learners, progressing to whole lessons and sequences of lessons. Assemblies, and sometimes discrete lessons, focus on the habits of great learners, for example perseverance, empathy, imagination, collaboration and resourcefulness. Praise, assessment and reporting systems recognise the development of learning behaviours as well as academic attainment.