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 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?

The work, for the first day or two, will either be uploaded to Google Classrooms or be sent via Parentmail to the parent’s accounts.

You first should always check Google Classroom. If you cannot log onto Google classroom, you will need to contact the Office by phone or by email, so that your details can be sorted out.

Make sure you follow the teacher’s instructions (as outlined on Google classroom). This will allow them to see how you are doing and provide you with help and advice.

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. Therefore, it is expected your child follows their school timetable for each day of lessons.

However, we have needed to make some adaptations in some subjects. For example:

• Physical Education – As the current teaching units may require resources (balls and cones for invasion games for example), we will be unable to follow the current timetable. The adaptions will be made to ensure that remote teaching of PE is done with minimum resources.

 

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:

EYFS	We expect that the children are engaging in work/activities set by the class teacher for a minimum of one hour.
Key Stage 1	We expect a minimum of three hours’ worth of remote learning to take place during the day. (This is outlined in the document below)   Actions for schools during the coronavirus outbreak – GOV.UK (www.gov.uk)
Key Stage 2	We expect a minimum of four hours’ worth of remote learning to take place during the day. (This is outlined in the document below)   Actions for schools during the coronavirus outbreak – GOV.UK (www.gov.uk)

 

Accessing remote education

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

Your child will need their Google Classroom log in details. Please contact the Office if they do not have these.

They may also be asked to use other platforms such as Timetables Rockstar’s or Purple mash. Please contact the office if they do not remember these.

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 can contact the school if they need support with technology at home.

How will my child be taught remotely?

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

• live teaching (online lessons through Google Meets)
• recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
• commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences.
• worksheets to complete.

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?

We expect students to start with work at 9am and follow their usual school timetable. This will be updated and a link sent via Google Classrooms to support with this.

If possible, parents should check the quality of work their child is producing. We suggest if possible, parents find time in the day to engage with their child. This could be at staggered points throughout the day such as lunchtime and at the end of the school day.

If asked by a teacher, work is to be submitted for marking/checking through Google Classrooms. If your child has not attended lessons or has not been submitting work, you will be contacted by the Headteacher.

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

We have asked teachers to monitor the engagement of students through the methods listed below:

• Attendance at Registration points throughout the day (9am and 1pm)
• Checking if students are submitting work on Google Classrooms.

If you have not submitted work or attended a session for more than two days (without contacting the school with an explanation), the Headteacher will phone you.

If this continues (without further explanation of possible difficulties/ struggles) then the Headteacher will have a further conversation.

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. Our approach to feeding back on pupil work is as follows:

• Whole-class feedback during live lessons. This could be done through questioning or self-marked activities. This may also be covered in the sequential lesson.
• Whole-class feedback by providing example answers.
• Short written comments on submitted work.
• Positive feedback via other platforms such as Marvellous me.

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

The majority of children with SEN can be catered for through differentiation of tasks by class teachers over Google Classroom.  For those who need it, further provision may be offered by the school through these additional measures:

• Small group sessions via “live” Google Meets with Teacher/SENCo or TA to deliver a specific intervention based on one of the 4 main areas of need
• Small group sessions via “live” Google Meets with Teacher or TA during independent task time in order to talk through the task as the work is being carried out by the TA with in-school learners
• Pre-recorded videos tailored to individuals or small group to clear up misconceptions, provide additional information or break tasks down even further
• Impromptu “live” Google Meet invites with the Teacher where they are acting “at the point of learning” to monitor and provide feedback whilst independent tasks are undertaken by remote learners.

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?

There will be fewer interactive resources and narrated resources due to the teacher being in school delivering the curriculum to the rest of the children.