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Remote Learning

We hope that we do not end up having to switch to Remote Learning again, but should this happen, the information below will help you to understand the process.

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 Pods) to remain at home.

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?

Foundation Stage:

  • Children will be expected to carry on with normal routines,
  • Links to learning will be sent home, via DOJO,
  • A daily story – a weekly sound, from the sound suitcase and number-based activities – will all be shared.

Key Stage 1:

  • Children will be set work through DOJO,
  • 3 hours of school work per day,
  • A literacy activity,
  • A numeracy activity,
  • A foundation subject activity,
  • Please keep up with spelling practise, daily reading and times tables, where appropriate.

Key Stage 2:

  • Children will be set work through DOJO,
  • 4 hours of school work per day,
  • A literacy activity,
  • A numeracy activity,
  • A foundation subject activity,
  • Please keep up with spelling practise, daily reading and times tables.

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 have needed to make some adaptations in some subjects. For example, by focussing a range of Foundation subjects over the week.
  • Mr Henshaw is sharing ideas for Physical Education,
  • Miss Housley is sharing a weekly Forest School activity.

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:

Foundation Stage

There are not a set number of hours

Key Stage 1

3 hours

Key Stage 2

4 hours

Accessing remote education

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

  • Children will access learning via DOJO,
  • Appropriate links will be posted on DOJO along with videos and paper/screen-based activities.

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 have applied to the Department for Education for some laptops to loan to families – we have been told that we can have a very limited number, but have not been given a date – we will contact families as these become available,
  • We will send Dongles for internet access with the laptops, where it is not automatically installed,
  • Printed packs can be collected from the School Office,
  • Work can be submitted via DOJO or at the School Office.

How will my child be taught remotely?

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

Some examples of remote teaching approaches:

  • Activities set on DOJO,
  • Video recordings from Teaching Staff,
  • Links to Oak National Academy lessons, video/audio recordings made by teachers,
  • Links to White Rose Maths,
  • Links to Alphablocks BBC Phonics,
  • Printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • Textbooks and reading books pupils have at home
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • Long-term project work and/or internet research activities.

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?

  • Expectations for all pupils’ engagement with remote education,
  • Expectations of parental support, for example, setting routines to support your child’s education,
  • Contact school with any concerns or specific difficulties.

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

  • Children’s engagement with remote education is monitored through a weekly log of how many activities they have completed/submitted,
  • Where engagement is causing concern this will be referred to the Headteacher and Local Authority.

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:

  • The methods we will use to assess and feed-back on pupils’ work, will be mainly through DOJO or email,
  • Pupils will receive feedback on all of their work,
  • Work will be returned, if specific improvement or additional input is required.

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:

  • Differentiated work will be prepared for specific pupils, who cannot access the same learning as their peers,
  • Tasks will be pitched appropriately for remote access.

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 your child is self-isolating but not unwell, they will be expected to continue with remote learning,
  • If your child is unwell, then engagement will not be expected during the period of illness.