This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home. For details of what to expect where individual pupils are self-isolating, please see the final section of this information.
A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
Each child has already taken home a learning resource folder. This contains key resources to support their individual needs when learning at home e.g. number lines, sound mats and word mats. In the first instance work can be sent home via email or hand delivered. This will include workbooks, reading material, textbooks or stationary. The school will move as quickly as possible to provide live and pre-recorded lessons.
We teach the same curriculum remotely as we do in school wherever possible and appropriate.
We aim to keep the sequence and structure of lessons familiar to the children and to use resources that they are used to.
We will remain consistent in our approaches and will build upon prior learning.
There have been some adaptations to subjects in order to make them suitable to learning within the home. High quality online resources will be used at times to support the children. Lessons like PE have been incorporated into daily active sessions in order to ensure the children can participate in at least 30 minutes of physical activity. We have provided this in the format of an activity menu so that families can have variety and chose activities that are accessible in their household.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
KS1~ we aim to offer a minimum of 3 hours of daily provision.
This includes: phonics, maths, handwriting, wider curriculum topic, Active 30 (physical activity) additional reading, spelling, reading comprehension Y2.
KS2~ we aim to offer a minimum of 4 hours of daily provision.
This includes: English, maths, wider curriculum, spelling/phonics, Reading, additional maths and Active 30.
*wider curriculum lessons happen each day and include Science, Art, History/Geography, RE, Computing, Music, PSHCE etc…
• The school website class blogs~ each class uses the class page to share the learning for each day.
• Microsoft TEAMS~ each child in Reception up to Year 6, has been allocated a personal login in order to participate in live sessions and learning chat with the class teacher.
• Timetables Rock Stars~ each child has their own login. Teachers can monitor progress and participation.
• Teach your monster to read~ children in KS1 have their own login.
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
We will do the best that we can to support families who struggle to access learning due to lack of devices. The school will loan devices using a home school agreement to support remote learning access. The school can also apply from support from the DfE.
If parents need support with internet access, we will endeavour to offer them support with this and can also provide them with a free data SIM (provided to the school kindly by Vodaphone)
Families that require printed copies of the learning can let their class teacher know or email the school firstname.lastname@example.org Copies can be left in the school entrance or in circumstances where you cannot get to school we can arrange to hand deliver them to your door.
We use a combination of the following approaches to teach pupils remotely:
• Live teaching sessions: through TEAMS
• Recorded teaching (e.g Oak Academy lessons, phonics recorded lessons, White Rose maths)
• Printed work.
• Textbooks that the children have at home.
• Commercially available websites supporting the teaching of specific subject areas, e.g bbc bitesize lockdown learning.
• Timestable rockstars, teach your monster to read.
• Project work.
• Each class blog page will provide a daily overview of the learning and all resources and links to support.
• The children are expected to engage each day and to complete the daily tasks.
• The TEAMS sessions have been planned at specific times to make sure it is accessible and therefore the children can be expected to attend the sessions required of them.
• Families are expected and encouraged to engage with the class teachers in order to feedback and communicate where extra support may be required.
• The teachers will work with the children and parents to support the submitting of work or photos of learning.
• The children will need support initially with accessing the online learning. We aim for KS2 pupils to become independent in this.
• Parents can support their child through setting routines and ensuring that they have breaks.
• The teachers will keep a daily record of engagement. This will enable them to communicate with parents and to quickly identify when a child may need additional support.
• TEAMS provides us with the opportunity to check in daily with our KS2 pupils.
• Email and phone call communication with our families will ensure that we can offer regular support and guidance.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
• Feedback can be given immediately in live lessons, through chat comments, verbal feedback over the phone or via email response with the work.
• Work can be sent to the teachers via the TEAMS chat or email.
• Quizzes and self-marking of some work will also provide instant feedback.
• Online programmes such as TTrockstars and Teach Your Monster to read provide instant feedback to pupils and teachers can track individual participation and progress.
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
Children with an EHCP will be offered on site support. For those children who are not in school the families will be contacted at least twice per week to offer support.
Learning will be differentiated to suit the needs of key children and shared directly with their parents. Where appropriate some of our children will be able to access 1:1 or small group TEAMS intervention sessions with their class teacher.
Our younger pupils are provided with learning opportunities and resources suited to their age and ability.
Manageable practical tasks will be set.
Regular communication and checks with the families will take place throughout the week.
Engaging with outside agencies and professional services:
We are continuing to work closely with other professionals. Seeking support and advice during this time in order to ensure we can support our children. Visits from professionals such as educational psychologists, SALT and occupational therapists can still continue to work with the children in school.
Safely adhering to our COVID risk assessment. For those children not in school, virtual meetings will still continue. Meetings with families and professionals will still go ahead as planned using a virtual platform.
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
In the event of a child not being in school due to self-isolation, staff will be able to deliver the lessons through teams in school, inviting the isolating pupil to attend. This way, equality of opportunity is maintained and opportunities for feedback and progress are identical to those children in school.
Learning resources and work packs can be delivered to the family home or via email. Teachers will keep in touch with children and parents throughout the week via phone call, TEAMS or email.
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