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)
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
- Day 1 of immediate remote education: Teachers will have a Zoom Meeting with the class which will explain how the teaching timetable will work. The purpose of this meeting is also to create a positive mindset for forthcoming learning.
- Day 1 Task will be shared on Seesaw.
- Day 1 Task: Children will be expected to create a Home Learning space at home, and organise equipment for learning. They will be asked to write ‘Rules for Home Learning’ to promote good work attitudes. Work will be shared and returned to Seesaw on Day 1.
- Day 2 children will begin to access their remote education as detailed further on in this document.
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 purposeful. However, we may need to make some sensible adaptations in some subjects. For example, we will use White Rose Hub teaching resources instead of our Power Maths school resource, and we will adapt complex or lengthy texts more regularly so that they are accessible in the home environment. Wherever possible, we seek to teach a broad and balanced curriculum.
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:
2-3 hrs maximum per day - a mixture of play-based and adult-led activities.
Key Stage 1
3 hrs maximum per day.
Key Stage 2
4 hrs maximum per day.
Accessing remote education
How will my child access any online remote education you are providing?
We use two different platforms to host our remote learning. In Nursery and Reception we use Tapasty. In Y1-6 we use the Seesaw online remote learning app.
Y1-6 will also use individual logins for programs such as Numbots and Rockstars. We also provide some reading materials for those children on our phonics reading programme. These are available on the parent secure tab of the website and are password protected.
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:
- We will issue/lend laptops or tablets to pupils along with chargers. We will provide user contracts for these devices and will deliver or arrange pick up from school. We expect them to be returned at the end of the isolation period in the same usable condition as when they were delivered.
- If requested we will provide printed materials and arrange to pick up or delivery of these.
- We provide Home Learning Books for all children to work in at home, and we can provide stationery resources where requested.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Remote Learning Timetable
- Each year group has its own remote learning timetable on Seesaw. Learning provided in this timetable will represent a broad and balanced curriculum (excluding French until the Summer term)
- Teachers will prepare work on a daily basis using Seesaw/Tapestry. Work will be ready by 5.30 pm the prior evening so that parents may prepare if they wish to.
- Nursery: A broad range of activities are set each day. These will be play-based or adult-led. They cover a range of developmental areas but all involve communication and language skills.
- Maths: White Rose Hub activity. This is a demonstration video and accompanying worksheets, plus answers. Children would be expected to do daily Rockstars/Numbots and National Oak Academy lessons could be used to supplement Maths teaching if necessary.
- English: Reception / KS1 – We set daily phonics activities using the Read, Write Inc programme. We reinforced this with writing and spelling activities.
- English KS2: In KS2 our children will access a balanced range of Reading and Writing activities following the Reading, Gathering Content and Writing structure of our normal English curriculum. Children are also expected to read on a daily basis from their home reading books.
- Afternoon Subjects: As in the previous lockdown, afternoon subjects will be a range of foundation subjects as taught in school. These will reflect our published curriculum maps Curriculum. One afternoon subject per day would be provided. Additionally, One ‘Move IT’ activity per day eg Joe Wicks. National Oak Academy is a frequently used resource for all subjects. Other commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences, may also be used eg BBC Bitesize.
- Live Learning: Each class hold a live Zoom session. This is used to explain the day’s learning and engage and motivate children with their learning (EYFS/Y1 20 mins Y3-6 30 mins). Teachers use this to model some new learning and give appropriate whole group feedback. Every afternoon, teachers will provide a pre-recorded explanation of the afternoon’s learning sharing clear instructions, expectations and encouragement. This will be accessed via the Seesaw app/Tapestry. Throughout the day’s learning, teachers will provide additional video/audio recordings where appropriate.
- Story Time: Class Story will be sent home as a pre-recorded video or live. Teachers will upload this 3 times per week.
- Submitting Work: Children will be expected to submit their work for each lesson. Teachers will make this clear in their timetables and Zoom lesson each morning.
Our Zoom Code of Conduct
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 children will complete the work set by teachers and upload their work for teachers to see. Teachers aim to plan work which can be completed independently. However, parents are expected to set up routines for their children and support their children where appropriate.
If children are having problems completing or uploading their work for teacher, parents and children are expected to contact their teacher using Seesaw/Tapestry, for further advice and support.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Work and engagement will be monitored and checked throughout the school working day by teachers and teaching assistants. Teachers will keep full records/registers.
Day 1: If a child does not attend their Zoom lesson the school admin team will telephone home to discuss this non-attendance and report this on a shared spreadsheet for teaching staff and SLT.
Teachers will check the spreadsheet daily and will telephone home if a parent requests support. Teachers will then write the action taken into this shared spreadsheet.
Day 2: If a child does not attend their Zoom lesson again, the teacher will telephone home to discuss this non-attendance.
Day 3: If this happens on a third day, the teacher will report to the appropriate SLT member who will decide on appropriate action.
Engagement with work
Day 1: If a child does not submit work, teachers will send a message via Seesaw to the child requesting work.
Day 2: If this happens again, teachers will telephone home to discuss this further and offer support.
Day 3: Report to appropriate SLT who will decide on action taken.
- School staff will coordinate to ensure parents do not receive multiple phone calls. School staff will leave messages if the telephone is not answered.
- Parents are expected to respond to telephone messages using school number 01946 514545.
- If there is repeated non-attendance or non-engagement with work, SLT may action additional phone calls, Parentmail messages, or home visits.
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:
On Seesaw - All submitted work will be acknowledged with a ‘like’ notification from the teacher during the school day. Teachers and/or TAs will provide feedback as appropriate, within 24hrs of submitting.
Feedback to work will then be provided as individual, group or class feedback. This is at the teacher’s discretion and may vary in delivery. Oral feedback provided by school staff in a voice note recording or during the daily live Zoom lesson. Written or visual prompts may be used.
Written comments may be given for a piece of work if the teacher feels this is necessary and impactful. They would be shared as a comment underneath a piece of work or written as a class announcement using the Seesaw app.
Children will be expected to read/listen and respond to that feedback.
Teachers will provide feedback in a purposeful manner and will choose one of the above strategies dependent on the work completed and the needs of the child. Our aim as always is to maximise impact on learning, moving learning forwards in the most meaningful way.
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:
- Teachers will set tasks that are appropriate for the current stage of development for each child with identified SEN/D. Guidance for completion will be provided in the same way as with all pieces of work. Teachers may add additional teaching points such as voice notes with further broken down explanation and examples to model expectation. Tasks may also be differentiated by expectation and outcome for individuals. We will use Seesaw to provide feedback in the form of comments, voice notes or annotations.
- Where children usually receive support and participate in interventions we aim to replicate such interventions using zoom sessions either 1:1 or in small groups. These groups may be delivered by teachers or teaching assistants in sessions either daily or at set times throughout the week. Any additional concrete resources children may require will be provided for families and staff will ensure these are delivered or collected where necessary.
- Where necessary reasonable adjustments will be made and flexibility is given to meet the needs of individual children with SEN/D. Staff in school along with parents will discuss any adjustments that may need to be made to ensure children can access education. Consideration will be given to children identified as SEN/D support children for places within the school if they are unable to access remote learning at home.
- External advice will be requested where required to further support children and families if necessary.
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?
If children are self-isolating during whole school lockdown they will receive the same remote education as their year group peers. If all children and staff are in school as ‘normal’, curriculum expectations will be as below.There will be an ‘Isolation Timetable’ provided in their current Seesaw class. This will provide links to activities in Maths, English, Science and PSCHE (Scarf). Daily read and number work will be provided using Rockstars or Numbots. This will be 10 days worth of work which will be pre-presented by teachers and will be based on the revision of key learning.
Maths: White Rose Hub Premium Resource. This would be a demonstration video and accompanying worksheet/s, plus answers. National Oak Academy lessons could be used to supplement your Maths teaching if necessary.
English: Daily Read Write Inc for Reception - Year 2 and spelling, grammar punctuation activities using a published resource in Years 3-6. Reading- comprehension activities based on VIPERS reading domains.
Science: 1 daily afternoon session based on missed learning from the previous summer term. This could be an Oak Academy unit of work.
SCARF: 1 daily afternoon session. This would be taken from Scarf HOME activities and select the age group. There are 4/5 activities for the first week. Then use 4/5 days of the normal scarf units.
Daily Rockstars/Numbots and Reading would be expected.
Notes: We will provide answers to support parents.
SEN/D Support: Work for children may need to be differentiated. If a child has 1:1 support, it would be expected that TA’s would make contact via Zoom to help coach and check-in with children at least once each day.
Feedback and Marking expectations:
Children will be expected to submit their work for each of the four lessons. Daily feedback will be given by the teacher at the end of the school day. The teacher can delegate other feedback to their class TA during the day if needed