Remote Education Expectations
Where a class, group or a small number of pupils need to self-isolate, or local restrictions require pupils to remain at home, we have the capacity to offer immediate remote education. We have a strong contingency plan in place for remote education provision and this can be seen below for each key stage. This planning is particularly important to support a scenario in which the logistical challenges of remote provision are greatest, for example where large numbers of pupils are required to remain at home.
In developing these contingency plans, we will:
- use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations.
- give access to high quality remote education resources
- Use Tapestry (Early Years) and Seesaw (KS1&2) consistently across school to allow interaction, assessment and feedback.
- provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access
- recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support. We will work with families to deliver a broad and ambitious curriculum for all pupils.
When teaching pupils remotely, we will:
- set learning so pupils have meaningful and ambitious work each day in a number of different subjects
- teach a planned and well-sequenced curriculum so that knowledge and skills are built upon, 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 the class teacher in school and provide high-quality curriculum resources and videos from our specialist teachers.
- 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 including daily contact with teachers