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Remote Learning Provision

Remote education provision: information for parents

September 2022

 

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or 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 page.

 

The remote curriculum: what is taught to pupils at home

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.

 

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

 

Workbooks and resources will be provided by the school to work from home – workbooks, text books and any necessary worksheets that will support the learning.

Children in EYFS will have Tapestry passwords and reminders sent home to parents. Children in KS1 (1 and 2) and KS2 (3, 4, 5, and 6) will have TEAMS passwords and reminders sent home. KS2 will also have Century passwords sent home to access specific English, Maths, Reading and Grammar learning.

 

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

 

  • We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subject areas, for example, recorded videos may take the place of teachers adapting the teaching and learning taking place in the classroom. Teacher and support staff at the school will work carefully to ensure that the learning of the children at home is reviewed so that adaptations to specific and general needs of the children learning from home are met. (In school, these adaptations would normally be made within the lesson).

 

 

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Key Stage 1

3 hours minimum of teaching and learning will be provided.

Key Stage 2

4 hours minimum of teaching and learning will be provided

Lessons will include a core offer of mathematics, English reading, writing, grammar and spellings, science, computing and other topic related lessons. Non-screen time will be incorporated into the weekly timetable of all children in the school.

 

Accessing remote education

How will my child access any online remote education you are providing?

 

TEAMS will be used in KS1, and KS2 to access daily lessons, links and live sessions with the class teacher and friends from within the classroom.

Learning will be supported in KS1 with a paper pack of resources to supplement the learning (and to support the parents and children to access the learning as independently as possible. Tapestry will be used in EYFS with a similar offering to KS1.

Century AI will be utilised in KS2 classes.

 

If my child does not have digital or online access at home, how will you support them to access remote education?

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:

 

Parents and carers will be approached about device needs and a bank of resources from within the school will be made available: tablets in KS1, laptops in KS2, keyboards and mice to children with gaming platforms (PlayStations, Xbox’s etc).

All parents and carers will be called each week to monitor emerging needs and plans will be put in place to address these as possible.

  • Devices will be issued on a priority needs basis – access to no equipment as a priority, access to phones and small screens, access to shared devices within the household etc.
  • SIM cards and Wifi vouchers are available to all families and distributed as needed.
  • Printed materials are made available to all children in EYFS, Year 1 and 2. Paper packs are available to children in KS2 where a pressing need (no access to equipment, differentiated needs, SEND needs etc) are identified.
  • Pupils with no online access are able to submit their work weekly to the school via a drop off point, or through a weekly (Friday) collection system.

 

 

 

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

 

  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • written presentations and lessons made available to children through their daily Tapestry or TEAMS lesson links.
  • printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • textbooks and reading books pupils have at home
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • reading support through carefully differentiated and appropriate offerings from the Oxford Owl service.

 

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

 

  • Children (with parental or older sibling support for younger children) should log on to their learning on a daily basis to understand their lessons and expectations for the day.
  • Children are able to record their responses digitally or on paper sheets, in their home learning text books that can then be digitally uploaded to their TEAMS areas via channels or via chats to their teachers.
  • Work can also be submitted via email to the teachers Weduc email addresses.
  • Parents are supported by the school to set expectations to their children to enable learning to take place.

 

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

 

  • Teacher and support staff within each year group check children’s engagement and submissions on a daily basis and are committed to responding to children’s and parents’ questions within a day (often much quicker), between the hours of 8.00am and 4.30pm.
  • KS1 and paper submissions are checked by the teachers on a weekly basis (as submitted) and next steps and feedback are provided for the needs of the children – often through whole class feedback on misconceptions and with specific children for need.

 

How will you assess my child’s work and progress?

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:

 

 

  • Whole class feedback will be the predominant method of addressing next steps at a whole class and individual level.
  • Specific children will have opportunities to be spoken to for feedback through class live sessions with their teachers, through wellbeing sessions and through weekly phone calls with their teachers and support staff.

 

Additional support for pupils with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

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:

 

  • Pupils with SEND, EAL or other specific needs will be provided with an adjusted offering of a stage appropriate and volume appropriate offer. This will be overseen by the school SENDCO in conjunction with class teachers, EAL teachers, and 1:1 or intervention specialists from across the school – including wellbeing and behaviour support.
  • Younger children will be catered for with a wide ranging and stimulating Early Years offer – combining a range of academic and wider developmental and exploratory needs specific to the age of the children.

 

Remote education for self-isolating pupils

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.

 

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

 

For children that are isolating at home, many of the above features will be feature in their educational offer. The initial set up may mean that lessons lag by a day to ensure that the teachers are able to adapt sufficiently the content of the lessons between school and home learning.

 

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