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 page.
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?
- Access to online learning activities to ensure children can practise their reading, writing and maths skills.
- A dedicated area of the school website where your child can find access their remote learning tasks.
- A daily learning planner uploaded to your child’s class page explaining the nature of the tasks and providing clear guidance on what children need to do to achieve the success.
- Routine text/email alerts to inform parents of key information regarding the initial first days e.g. Collection of learner packs, devices or meal packs.
- Daily access to email support from a teacher within the school should you need support.
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 adapt some subjects. For example, the activity type that matches the learning, needs to be adapted to ensure children can do it independently at home. We recognise that some parents will also be working at home and that tasks should be achievable by the child.
- We follow the same timetable that the children are used to in school. Spelling, reading, writing, maths and topic to ensure familiarity.
- The school has a number of key learning approaches in place for reading, writing and maths. The remote learning that teachers plan for children will incorporate these strategies so that children are able to learn as well as possible at home. Continuing to use these strategies will also ensure that children, when they return to school, are able to re-engage with learning as successfully possible.
Reading: We expect that children will continue to read daily. This is vital. Regular reading supports the children’s fluency. This matters because children who can read fluently can understand what they read more successfully. The reading strategies taught in school and that the children are familiar with are: Gabble Gabble (finding meanings of words); Sherlock Holmes (inferring meaning), Dog with a Bone (locating a given answer in the text.) Squash and Squeeze (precis and summarise passages of text) Weighing it Up (compare and contrast).
Reading Phonics: Daily practice of phonics at home will support children building on the sounds and the decoding skills that they have already developed this previously.
- Spelling: Daily practice of spellings and word meanings is expected. We use spelling approaches that the children are familiar with. These include Rainbow Writing spellings and words trees (where words have the same letter strings). The children already use these strategies every day for their home learning.
- Maths: We mainly use White Rose maths resources for remote learning. These are professionally produced and of a high standard. They are the same as the resources the teachers use within school and the children will be familiar with the format
- Broader Curriculum and Foundation Subjects: Whilst it is essential that the core skills involved in Reading, Writing and Maths are planned for through remote provision, we still provide a breadth of subject coverage in line with what would be taught within school.
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:
Primary school-aged pupils
We plan for approximately 4 hours of learning a day (this is Government expectation) and also give ideas and other links should the child wish to do more.
Accessing remote education
How will my child access any online remote education you are providing?
- All learning is shared through class pages on the school website.
- Children will all be given their log in and password to the learning platform Espresso and teachers will give links to suitable learning on here.
- Children will all be given their username and password to the school blog where they can communicate directly with their teacher and peers about their learning. They can also share great examples of home learning and answer challenge questions from their teacher. Children will be encouraged to comment weekly on the blog as a minimum.
- At an appropriate stage (KS2) Children will be given an Office 365 user account. This will be used to enable them to access the Microsoft Teams.
- Parents are also given their class teacher’s email address where they can communicate successes and also ask for support regarding their child’s work.
- Children will have access to learning videos from White Rose, which will support their maths learning.
- Children will have access to phonics lessons and other learning videos on the school website taught by a familiar teacher in school.
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 routinely contact parents to assess which families have broadband access, and sufficient devices to enable their children to learn at home.
- We maintain a record including of this information.
- Where there is an appropriate need identified we provide devices and on occasion broadband dongles.
- Through routine contact during lockdowns, we evaluate whether there are continuing barriers to remote learning and take and take appropriate action.
- All parents will be provided with paper copies of the learning to ensure those without a printer are not excluded. Paper copies will also ensure that those children without internet access are able to participate in the learning set by their teacher.
- We would ask that if not having broadband or technology is a barrier to children accessing remote learning at home, you contact the school so we can discuss this further and see what support we are able to provide.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- Children in Upper KS2 will have regular TEAMS sessions with a teacher in which they can feedback on their previous learning and learn new strategies that will enable them to progress further.
- Recorded teaching videos from White Rose will be used to support children with their maths learning.
- Printed paper packs produced by teachers will be sent home regularly.
- Reading and early phonics resources will be sent home in learning packs.
- Espresso learning platform will be used to support teaching and ensure children can apply their learning through games and videos.
- Oak Academy and STEM science pre recorded teaching sessions will be used to support topic learning.
- The Natural Curriculum online will be used to support teaching and learning of living things.
- Parent’s video online appointments will be available every two weeks to ensure parents are supported with remote education.
- The school blog will be used daily to share learning with the children and their peers and set them mini challenges.
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?
In this section, please set out briefly:
- Children are expected to work through the learning set by their teacher each day.
- As a parent, you know your child best and this can be broken up into sessions in the day with suitable breaks in between.
- Children are expected to post or comment a minimum of once a week on their class blog page.
- Children (or parents if child is too young) are expected to email a minimum of once a week with an example of their learning.
- Parents are expected to attend their online video appointment with their child’s teacher fortnightly to discuss how the remote learning is going and if they require any additional support.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
In this section, please set out briefly:
- Remote learning: Teachers will record daily who they have communicated via the blog, email or TEAMs meeting. Where a child is not communicating with staff for period of time, contact will be made via telephone.
- A teacher or a member of the SLT will telephone if we are concerned that a child is not engaging with their remote learning.
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:
In this section, please set out briefly:
- In KS2, teachers will feedback on the children’s learning via TEAMS sessions each week.
- In KS1, teachers will feedback via parent consultations online.
- A teacher will feedback daily if work is emailed to them. This may not be immediate due to live sessions taking place.
- Teachers will feedback daily on work and comments posted on the school blog. This may not be immediate due to live sessions taking place.
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:
- Specific individual SEND videos through one drive.
- Access to learning programmes and laptops set up to facilitate this.
- Daily videos are provided. These show the class teacher introducing modelling tasks and activities that the children would be doing in the school environment.
- Additional individual tailored paper based learning packs, with appropriately differentiated activities included.
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?
- Teachers may have less time to prepare home learning in this instance. However, children will receive a learning pack that is suitable for their age group and in line with the learning that has been happening in their classroom.
- Children/ parents are encouraged to email their class email address to share learning so that the teacher can feedback.