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Remote Learning

Welcome to our Remote Learning Page

In the current climate, where the risk of infection and transmission of Covid-19 remains in the community we are fully prepared to adapt our school curriculum so that where a class, group or a small number of pupils need to self-isolate, or local restrictions require pupils to remain in isolation, they can continue to learn from home.

In achieving this, our remote learning plans fall in line with expectations from the DfE (www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools#res) with regards to remote learning and additionally take into account the context of our school community giving consideration to the mental health and wellbeing of our children, families and staff.

The expectations for remote learning are as follows:

  • Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects across the curriculum
  • Teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
  • Provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources and/or videos
  • Gauge how well pupils are progressing through the curriculum, delivered by a teacher in the school and other suitable tasks and set a clear expectation on how regularly teachers will check work
  • Enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
  • Plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally daily contact with teachers

Our contingency plans are dependent on numerous factors and there are innumerable possible scenarios to prepare for.  However, these contingency plans are based on three broad scenarios.  At any stage, should a class teacher or numerous staff be too unwell as a result of Covid related illness to provide remote learning, a reduced version of provision will be put in place.

For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to self-isolating.  We will work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education alongside their peers.

In all scenarios, the provision put in place will be similar across the school however, the content of teaching tasks and expectations on learning will be dependent upon the age of the children.

Scenario 1

If a child’s bubble is isolating and the teacher is fit and well to work or if there is full lockdown and the whole school has to close, the children can expect the following provision from school.

What

Details

A daily timetable

 

A breakdown of the daily activities will be provided, which are age and stage appropriate.  This will explain what the children should complete.

Teachers are responsible for setting daily work, in line with the Remote Learning Policy.  This will include teaching of phonics/spelling, grammar, an English task and maths activity in the morning and cover weekly teaching of foundation subjects.  Children are expected to read daily.

Key Stage 1

Daily virtual Teams meetings and activities

A virtual class meeting on Teams will be held for approximately 30 minutes in the morning and again in the afternoon.  The purpose of these calls is to engage with the children through a whole class activity (e.g. reading a story, a physical wake-up activity), and also to provide support for the daily learning.

Timings will be provided to parents if the class is asked to self-isolate.

Presentations, learning tasks, resources and links will be available using the Teams facility for the class.  Daily activities will be available by 6pm the day before.

Pre-recorded PowerPoint presentations will be used to support learning.  These can be paused, listened to again or fast forwarded.

Years 3, 4 and 5

Daily virtual Teams meetings and activities

 

Two virtual class meetings will be held in the morning and one in the afternoon.  The two morning meetings will last for approximately 15 mins each.  The first will be held at the start of the daily English lesson so that teachers can discuss the activities for that day.  Teachers will share the PowerPoint, take questions and share feedback from the previous day.  Following the input, the children will complete the activities independently away from the screen.

The second morning meeting will be held at the beginning of the daily maths lesson.  Teachers will once again provide input, share the PowerPoint and activities before children start the independent tasks.

Another daily session in the afternoon will be arranged for teachers to discuss the Foundation subject activities.

All sessions will be videoed and placed on Teams so that the children can refer back to the teaching points.

Presentations, learning tasks, resources and links will be available using the Teams facility for the class.  Daily activities will be available by 6pm the day before.

Year 6

Daily virtual Teams meetings and activities

Year 6 will hold a morning session which will last for approximately 45 minutes.  The daily morning virtual class meeting on Teams will discuss the activities for that day.  Teachers will share the PowerPoints, take questions and share feedback from the previous day.  The session will be videoed and placed on Teams so that the children can refer back to the teaching points.

Teachers will hold a ‘surgery’ between 1pm-2pm for children to come on Teams to ask for support, if required.

They may ask certain children to attend if they have noticed that they struggled with a previous task or have not uploaded work to Assignments.

Uploading learning activities

Activities that are set on Teams can be completed in the home learning books.  A picture should be taken and uploaded to Assignments, so that the child may receive feedback on their learning.

Support during the day

 

Children will be able to post questions during the school day to their teacher.  Teachers will be available between 9am – 3.15pm.

Feedback

Teachers will provide individual feedback to children on the work they have uploaded to assignments for English and maths and, where appropriate, for other subjects.

No remote access

 

Those families who do not have access to the internet can collect work from school which will be printed at regular intervals and left in the school office for parents to collect.  If the children are unable to attend the daily virtual call then a member of staff will phone them twice a week.

Support for SEND and vulnerable children

For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress.  The children will be on the virtual calls and separate packs will be sent out to meet their learning needs.  There will also be bi-weekly phone calls arranged between the parent / carer and teacher.

Support for children who are anxious or are identified as vulnerable will be agreed with parent e.g. a separate daily call.

Other

Parents can contact the school via the office or the year group email address.

Teachers will inform the DSL immediately if any safeguarding issues arise.

Teachers will contact parents if they have any concerns about work or if work is persistently not returned (2 days).

Scenario 2

If a child is isolating whilst the rest of their bubble are in school, the children can expect the following provision from the school

What

Details

A daily timetable

 

A breakdown of the daily activities, which are age and stage appropriate.  This will explain what the children should complete.

Morning activities for English and maths (am)

 

Where appropriate, the children will join in these lessons on Teams.  They can then listen and participate with the core lessons online.

Learning activities

Presentations, learning tasks, resources and links will be available using the Teams facility for the class.  Daily activities will be available by 6pm the day before.

Where appropriate, a pre-recorded PowerPoint presentation will be used to support learning.  This can be paused, listened to again or fast forwarded.

Activities that are set on Teams can be completed in the home learning books.  A picture should be taken and uploaded to Assignments, so that the child may receive feedback on their learning.

Support during the day

 

The children will receive a bi-weekly call from a member of the team.

Feedback

Teachers will provide individual feedback to children on the work they have uploaded to assignments for English and maths and, where appropriate, for other subjects.

No remote access

 

Those families who do not have access to the internet can collect work from school which will be printed at regular intervals and left in the school office for parents to collect.  There will also be regular phone call feedback, which can be arranged between the parent / carer and the teacher. 

Support for SEND and vulnerable children

For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress.  The children will be sent separate packs to meet their learning needs.  There will also be bi-weekly phone calls arranged between the parent / carer and teacher.

Support for children who are anxious or are identified as vulnerable will be agreed with parent e.g. a separate call, as appropriate.

Other

Parents can contact the school via the office or the year group email address.

Teachers will inform the DSL immediately if any safeguarding issues arise.

Teachers will contact parents if they have any concerns about work or if work is persistently not returned (2 days).

Scenario 3

A parent elects to keep their child at home following concerns over contact with an infected person.  E.g. year 6 class is asked to isolate and a child is kept at home in year 5.

In line with DfE guidance, unless there is close contact (as defined by the DfE), there is no need for children to isolate and they should return to school as normal.  Absence of this kind will be noted as unauthorised.  In this case, we are still aware of children’s learning and in exceptional circumstances will provide individual work dependent on the situation.

The teachers will ensure that the learning planned and the corresponding resources will replicate, where possible, what the day would be like if a child were still in school.  Teachers will use the year groups Medium Term Planning and the curriculum Skills progression to ensure the learning is carefully sequenced and builds on the children’s previous knowledge.

 

 

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