REMOTE EDUCATION PROVISION: INFORMATION FOR PARENTS
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 should not look different from our standard approach, as we already have in place the necessary resources 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?
Use of learning plans and resources via personal login to our online Google Classroom.
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 may need to make some adaptations in some subjects. For example, science investigations that would use specialist equipment in school may have been replaced with links to online simulations.
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
|There is approximately 3 hours of work provided per day. However, we fully understand that the amount completed will vary depending on age and family circumstance.
|Key Stage 2
|There is between 4-5 hours of work provided per day. However, we fully understand that the amount completed will vary depending on age and family circumstance.
ACCESSING REMOTE EDUCATION
How will my child access any online remote education you are providing?
Our weekly learning plans are shared through our online learning platform (Class Dojo or Google Classroom) in advance of the week. All pupils and parents have password-secured accounts to access this. This learning plan provides details of lessons (including child-safe links to required resources) as well as links to the live MS-Teams teaching sessions.
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:
School supports families accessing online learning by its careful choice of a platform (Seesaw) that works on as many devices as possible, including mobile phones, tablets, Xbox and PlayStation.
- If access to a digital device or online connectivity is a barrier for a family to access learning, they should email email@example.com so that school can discuss options as we can, and will, assist with both.
- If pupils require printed materials, parents should contact the school office either by phone, through the contact form on the school website or by emailing firstname.lastname@example.org. These can then be collected in person, or in some circumstances, delivered.
- Our work can be completed offline and then a photo sent to Seesaw, enabling all families with an internet-connected phone to submit work. Assistance ensuring phones have internet access can be provided by school through the methods described above.
- In some cases, through discussion with the headteacher, work could be submitted to teachers on paper although we will always endeavour to ensure a family is online initially.
How will my child be taught remotely?
We use a combination of approaches to teach pupils remotely:
- Learning is provided for homes, primarily through the use of the Google Classroom and Class Dojo platforms.
- Additionally, we offer a range of live sessions through Microsoft Teams (no pupil or parent accounts are needed) across the school allowing all children at home to access a wide range of teaching and learning.
Extra websites / resources
We also provide an age-appropriate, easily navigable set of links to high quality websites such as BBC Bitesize and apps with school subscriptions e.g. 'Times-Tables Rockstars' and 'Phonics Play'. These links are included in the weekly learning package directly sent to parents and pupils every week. Examples below are for Key stage 2 and 1 respectively.
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?
It is expected that all families engage with the school's approach to home learning. It is vital to avoid children falling behind due to extended periods outside of school. Class teachers are best supporting parents in assisting the setting of good learning routines and daily structure, as they know the child and family in question. It is recognised that many parents are having to work full-time jobs whilst helping their child/ren stay focussed on their learning. Other parents are having to support their child/ren in the evening and fit around their commitments. Therefore, the priority for parents who struggle to complete all learning is for their child/ren to complete their Maths, Phonics, Reading and Writing learning each day.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Teaching staff check levels of engagement from each family by monitoring work completed each day. When engagement is a concern, initially the class teacher will contact the family through Class Dojo to see what help and support they can offer. If the family does not engage after repeated attempts by the class teacher, this is then escalated to the Senior Leadership Team, with responsibility for attendance, who will contact each family by phone to set out the importance of completing the work given by the class teacher.
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:
- Feedback is in line with our Marking and Feedback Policy when children are present in school. Class teachers are best placed to decide on the type and amount of feedback given, balancing other elements of online learning although it may not always be the child's class teacher providing feedback to work submitted online. It is recognised that when learning online, individual feedback can be a key driver for motivation and help children stay engaged although should not be expected for every individual piece of work submitted.
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:
Where necessary and possible, we will prioritise a place in school for children with SEND where they will be able to access any of the specialist resources they need. Where it is not possible for a child with SEND to attend school, we will support them through some of the following:
- Individually prepared resource packs
- Enhanced communications including our SEND coordinator
- IEPs adapted for home-learning
- Access to appropriate online resources
- 1:1 / Small group live sessions
We recognise that home learning for younger children, such as those in reception and Year 1, can have additional challenges and have addressed these through the resources provided and linked to on our learning plans for that age.
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?
The primary difference will be a reduced access to MS Teams live sessions due to the in-class commitments of the class teachers. However, the online planning for the learning occurring within the classroom will, as ever, be available through Class Dojo. In addition to feedback on work submitted through Dojo and Google Classroom, staff will maintain contact with your child through phone calls or MS Teams.