Remote Learning Offer : Information for Parents and Carers
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.
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 where resources may not be available at home e.g. musical instruments, DT/Art resources etc.
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:
Early Years and Foundation Stage
Between 3 and 4 years
Key Stage 1
Between 3 and 4 hours
Key Stage 2
Between 4 and 5 hours
Accessing remote education
How will my child access any online remote education you are providing?
- We are using Tapestry, class Dojo and the website via class pages for remote learning in the event of bubble/school closure or pupils self-isolating. Access to this provision will take effect immediately. Passwords have been provided for other online learning platforms used i.e Purple Mash, Times Table Rockstar and Spelling Shed.
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:
- Surveys have been completed by parents and carers to gauge the access and support needed to complete remote learning
- Parents can request the loan of a laptop via the school office email@example.com or calling 01227 372159
- Parents can request printed home learning packs via the class teacher on Class Dojo or Tapestry or phoning the school office and printed materials will be delivered.
- Home learning packs to be returned on a weekly basis or at the end of the 10 day period of isolation/or return to school for class teachers to mark work and provide feedback.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- Some live teaching in early years (online lessons)
- recorded teaching (video/audio recordings made by teachers)
- Daily zoom sessions with class teachers to provide support and feedback
- Pre-recorded story sessions with class teacher throughout the week
- 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
- Feedback provided on work during live zoom sessions and via Class Dojo and Tapestry platforms
- Online resources provided on class pages to support learning
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 as many children as possible to log on to the daily zoom sessions and access the work provided.
- Parents and carers to access, support and monitor children’s learning.
- Parents and carers to liaise with school regarding any additional support needed.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
- Class teachers and support staff will monitor children’s engagement with the learning being set and record levels of interaction.
- Teachers will be in regular contact with all pupils so that we can support you with any issues you may be having. We will monitor the work the children are accessing. If necessary, we will contact parents and carers.
- Class teachers feedback regularly to SLT and the well-being team so that further support can be offered to families if needed.
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:
- Work uploaded to Tapestry and Class Dojo will be looked at daily. Class teachers and LSAs will comment on the work as appropriate and provide feedback. Pupils will receive detailed feedback on their Literacy and Maths at least once a week. This will be in the form of written feedback or during the daily zoom sessions.
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:
- We recognise that some children, for example with special educational needs and disabilities (SEND), may not be able to access remote education without the support of adults at home. We understand the difficulties this may place on families, and we will work with parents and carers to support those pupils by staying in regular contact and offering support from the school SENco. This might include adapted activities online, adapted work packs or providing specific resources, also weekly calls to parents and carers of EHCP children.
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?
Where individual children need to self-isolate but the majority of their peer group remains in school, the class teacher will provide pre-recorded lessons, slides and resources reflecting the learning taking place in the classroom. The teacher and class LSA will support with this. There is also work and links on the school website for pupils to access learning whilst self isolating.