Remote Learning Leads
Early Years and Key Stage 1- Mrs Adele Bass
Key Stage 2- Mrs Gemma Scholes
- This section of the policy/procedures will be enacted in conjunction with the school’s Child Protection and Safeguarding Policy, which has been updated to include safeguarding procedures in relation to remote working.
- The DSL and Headteacher will identify ‘vulnerable’ pupils (pupils who are deemed to be vulnerable or are at risk of harm) prior to the period of remote learning. Where School is open for Key worker and vulnerable pupils, vulnerable pupils will be encouraged to attend.
- The DSL will arrange for regular contact to be made with vulnerable pupils who are not attending School, prior to the period of remote learning.
- Phone calls made to vulnerable pupils not attending School will be made using school phones where possible or if using staff phones the number will be withheld.
- The DSL will arrange for regular contact with vulnerable pupils daily, twice weekly or weekly as appropriate, with additional contact, including home visits, arranged where required.
- All contact with vulnerable pupils will be recorded on the school’s safeguarding system and suitably stored in line with the Data Protection Policy.
- The DSL will keep in contact with vulnerable pupils’ social workers or other care professionals during the period of remote working, as required.
- All home visits must: · Have at least one suitably trained individual present. · Be undertaken by no fewer than two members of staff. · Be suitably recorded on the school’s safeguarding system. · Actively involve the pupil where appropriate.
- Vulnerable pupils will be provided with a means of contacting the DSL, their deputy, or any other relevant member of staff – this arrangement will be set up by the DSL prior to the period of remote learning.
- The DSL will meet (in person or remotely) with relevant members of staff once per week to discuss new and current safeguarding arrangements for vulnerable pupils learning remotely.
- All members of staff will report any safeguarding concerns to the DSL immediately.
- Pupils and their parents will be encouraged to contact the DSL if they wish to report safeguarding concerns. The school will also signpost families to the practical support that is available to address these concerns.
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
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
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 broadly 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;
- English may be based on short extracts or stories rather than a longer novel or book.
- PE via online resources or pre-recorded sessions led by school staff which will focus on keeping fit and active rather than for teaching specific skills
- It might be necessary to change a topic for foundation subjects if the topic doesn’t lend itself to home learning however the skills taught will be specific to each year group’s curriculum
- To support teachers, specialist curriculum staff will support with pre-recorded learning videos
How long can I expect work set by the school to take my child each day?
- We expect that remote education, which includes remote teaching and independent work will take pupils broadly 3 hours.
- Additional learning material is available to access via the Parent and Children section of the school website.
How will my child access any online remote education you are providing?
Teachers will contact children / parents via Seesaw or Tapestry to confirm log in details / passwords etc
- Learning activities will be delivered predominantly through Zoom or pre-recorded videos via Seesaw/Tapestry or LIVE teaching.
- There will be additional links to DfE approved resources, video clips etc
- As far as possible any live teaching / feedback sessions will be recorded and made available so that parents / children can access them at a convenient time. These links and passwords will be uploaded to the child’s learning platform.
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 a limited number of devices available if parents have no laptop or device to support home learning. Please contact school to discuss whether this is a possibility.
- If internet access is a problem for you, please contact your child’s class teacher or any member of school staff and we will endeavour to help
- Printed materials will be available for children who do not have access to printing facilities or for whom hard copies are more appropriate, please contact your class teacher to discuss.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- LIVE/video/audio recordings made by teachers, specialist teachers, Support assistants and external professionals
- recorded teaching by DfE approved providers e.g. Oak National Academy lessons
- 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 eg BBC Bitesize, LbQ, Bedrock Learning, Rising Stars, TT Rock Stars, White Rose and Purple Mash
- long-term project work and/or internet research activities
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
- School’s expectations for pupils’ engagement with remote education is 2 ½ to 3 hours daily. This does not have to be in one long session and can be spread across the day or even across the week
- We fully appreciate the difficulty of adults having to do their own work at home while supporting home learning for their children. We aim to make as much material as possible available on demand. School staff, particularly the class teacher are available to discuss any issues you may have and we will do our best to accommodate your needs.
- Class teachers, particularly in KS2, will set out a suggested timetable to help you plan and structure the day however this is flexible depending on your personal circumstances
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
- School will check children’s engagement with remote education daily. This will be through work posted into the child’s portfolio on Seesaw/Tapestry and by monitoring participation in live learning experiences
- If engagement is a concern parents or carers will be contacted by a member of class staff. If the concern remains a member of SLT will contact the family. If it is not possible to reach the family by phone and / or Seesaw then a home visit may be made.
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:
- Pupils will receive written feedback on work as it is received via Seesaw and Tapestry, during normal school hours
- Parents can contact the class teacher via Seesaw or Tapestry, about their child's learning. Class teachers will aim to respond as promptly as possible within their working day
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:
- Children may, if appropriate, be directed to join in the learning activities of other classes.
- Resources, including online resources and hard copy work sheets, will be linked to the targets on children’s Individual Education Plan
- On-going interventions from external providers eg Speech or Occupational Therapy plans should have already been shared with home by those therapists and this work can continue at home
- Support from the SENDCo / SLT, as and when needed via Seesaw/Tapestry or phone
- Oak National Academy Specialist content for pupils with SEND covers communication and language, numeracy, creative arts, independent living, occupational, physical and speech and language therapy.
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 possible Powerpoints and teaching videos from lessons delivered in school will be made available with relevant follow up tasks
Where possible children will be directed to DfE approved programmes eg Oak Academy which are in line with the curriculum being taught in school
Parents can contact the class teacher via Seesaw as required, however please understand that the class teacher will have a full, in class teaching commitment