During these unprecedented times it is more important than ever that we stay connected with our pupils and be prepared for remote learning.
We are committed to ensuring that all our children receive the highest quality at education whether they are at school or at home taking part in remote learning. In the event of a national lockdown or bubble closure, we expect that the children will continue to learn at home. We provide remote learning at home, based around the sequence of learning that they would be taught in school. All children that need one will be provided, by school, with all the necessary equipment to ensure that this is not a barrier to their learning.
Staff have received, and continue to receive, high quality CPD so they can present their remote learning in creative and engaging ways and we continually develop our remote learning offer. As an Academy and Trust, we understand the difficulties that may be faced by families in these difficult times, which is why we are able to offer devices loans (if needed) to ensure that children have the opportunity to engage with their learning.
Remote Education Provision – Information for parents
- Restricting attendance during the national lockdown: Guidance for all schools in England – DFE January 2021
- The remote education provided should be equivalent in length to the core teaching pupils would receive in school and will include both
- Recorded or live direct teaching time, and
- Time for pupils to complete tasks and assignments independently.
The amount of remote education provided should be, as a minimum:
- Key Stage 1: 3 hours a day on average across the cohort, with less for younger children
- Key Stage 2: 4 hours a day
|We teach the same curriculum remotely, and in the same sequence as we do in school.|
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:
Number of hours
|EYFS – Nursery and reception||2 hours|
|Key Stage 1 – Years 1 and 2||3 hours|
|Key Stage 2 – Years 3,4,5,6||4 hours|
|EYFS – Nursery||Access to a nursery place within school.20-minute live story/song session daily.A Sway presentation which includes learning for the rest of the day.|
|EYFS – Reception||Daily, live RWI lessonDaily, live maths lessonA Sway presentation which includes learning for the rest of the day.Recorded story time for each day|
|Year 1 and Year 2||Four 30 minute live lessons each day: reading, maths, writing and phonics.After each live lesson, the children complete the assigned task on Seesaw for teachers to assess their understanding.Additional curriculum lessons are taught through the use of PowerPoints and Sways via Seesaw.Recorded story time for each day|
|Year 3||Three 30 minute live lessons each day: reading, writing and maths.After each live lesson, the children complete the assigned task on Seesaw for teachers to assess their understanding.RWI interventions for those on RWIAdditional curriculum lessons are taught through the use of PowerPoints and Sways via Seesaw.Daily Reading Plus session|
|Years 4 / 5||Three 30 minute live lessons each day: reading, writing and maths.After each live lesson, the children complete the assigned task on Seesaw for teachers to assess their understanding.RWI interventions for those on RWIAdditional curriculum lessons are taught through the use of PowerPoints and Sways via Seesaw. .Daily Reading Plus session|
|Year 6||Three 30 minute live lessons each day: reading, writing and maths.After each live lesson, the children complete the assigned task on Seesaw for teachers to assess their understanding.RWI interventions for those on RWIAdditional curriculum lessons are taught through the use of PowerPoints and Sways via Seesaw.Daily Reading Plus session|
In EYFS and KS1, the children have access to a live, targeted phonics session every day. Targeted interventions take place in an afternoon for those children in Y1, Y2 or Y3 who need additional 1:1 support in order to catch up and keep up. Fresh Start interventions take place every afternoon for those children in Y4, Y5 & Y6.
From Years 1 to 6, teachers also provide a live reading lesson taught through the specified Reading Strategy text. After assessments, the children are grouped to ensure targeted teaching. The live teaching part of the lesson will involve teaching the new skill through an ‘I do’ then ‘you do’ approach. After the lesson, the children complete their task on Seesaw which is assessed and feedback is given.
In EYFS & KS1, the children upload videos of themselves reading via Tapestry or Seesaw. They have access to Oxford Owl, where they can read from a range of phonically decodable books, all at their level. In KS2, the children have their own Reading Plus account, where they read from a huge variety of texts. Children are rewarded regularly for their efforts.
In EYFS, writing is taught on Zoom sessions using the RWI phonics lessons, and tasks are set on Tapestry. Children are set writing tasks every day, such as sounds, their name, and CVC words. The more able children are challenged to write short captions. Sways are also used to share videos with fine motor activities for the children to practise, in order to build up strength in their hands to help them with their writing.
In KS1 and KS2, there are three live Zoom Writing lessons a week, which last 30 minutes each. Following these, a task is set on Seesaw, which is related to or continues the work from each lesson. Teachers mark the tasks and identify the children’s strengths and/or an area for development.
Teachers use visual images, the class novel, links to the wider curriculum or planning from the Talk for Writing home learning units as a stimulus to help children create and develop their own ideas. The lessons and tasks are short, bite-sized sessions, which build up to writing tasks such as poems, adverts or descriptions of a character or a setting.
Teachers are using the Jumpstart Grammar games from the Talk for Writing programme to teach the grammar elements needed for each unit of work an engaging and relevant way.
In KS1, spelling is taught through RWI phonics lessons. In KS2, spelling is taught via Sways or Seesaw tasks.
From EYFS to Year 6, maths is taught through a live, daily lesson. The new skill is taught through an ‘I do’ then ‘you do’ approach similar to reading. Lessons often begin with number games to ensure engagement from the very start. An activity is then uploaded to Tapestry or Seesaw, which, after completion, is assessed by the class teacher.
The children have their own TT Rockstars account, which has been an additional platform to develop times tables. Competitions and challenges have been set throughout.
Our online learning within topic lessons is in line with our face to face teaching although not all lessons are taught within a ‘live’ format. Our curriculum is built around a book-led approach, where each lesson begins with a text/extract that the children read alongside their teacher and it equips them with either background knowledge or new learning that will enable them to access the content within the main part of the lesson.
We have also included virtual tours of Jorvik, links with the National Holocaust Museum and other virtual ‘trips’ to enrich topics.
Within EYFS, their version of the book led approach, focuses on a book each week and their activities stem from this.
KS1 topic sessions are taught through Sway four times a week. The Sway also involves the task instructions, which is normally through voice in order to ensure as much independence as possible.
In KS2, the children are taught live topic lessons twice a week and the other two sessions are taught through Sway in the same way as KS1. Follow up work is also uploaded to Seesaw for the children to complete in order to assess their understanding.
Accessing remote education
How will my child access any online remote education you are providing?
|Our online remote learning is primarily delivered through Zoom live sessions. However, these live sessions are also balanced with asynchronous (non-live) learning using Seesaw for Year 1-6 and Tapestry for Reception and Nursery. We also Microsoft Teams apps such as Sway and Forms.|
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:
|The academy works with all pupils to ensure there are no barriers preventing them from accessing remote learning. This includes; |
1) Providing appropriate and safe devices for pupils to access the remote learning offer.
2) Providing data and internet access where needed in order for pupils to sustainably access the remote learning offer.
3) Providing home packs which include any stationary and reading books, so that all can access and continue to learn through remote learning. These resources are aligned to and mirror, the digital remote learning programme in such a way so that no pupil is disadvantaged or will experience gaps in their learning.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
|Our remote learning offer; supports teachers in delivering effective remote learning sessions; supports parents during times of school closure or isolation; ensures children are safe and have access to remote learning when needed; supports learning for all children during remote learning. |
Pupils will receive;
1) the appropriate number of live remote learning sessions in line with age, stage and learning need
2) the appropriate length of live session being in line with age, stage and learning need
3) an effective and informed balance of live and non-live sessions that support learning and engagement
4) sessions specifically designed for remote learning rather than simply duplicating classroom practice
5) sessions that support appropriate engagement and interaction
6) access to devices, the internet, with enough internet data to access remote learning (where applicable)
7) quality feedback
8) differentiated remote learning in line with their learning needs
9) appropriate reading books provided to support pupils continued development
10) commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
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?
|Working together is vital in order to deliver an effective remote learning offer. We expect parents and carers to support;|
1) Pupil’s attendance and access of the remote learning. This should be to the same levels of engagement as when they are accessing learning in the school building.
2) Pupil’s being on time and ready to interact and learn through timetabled remote learning sessions.
3) Pupil’s completion of tasks and the submission of these to the teacher. This will allow assessment and feedback to support further learning.
4) Pupils with an area at home to work, that is as quiet as possible, removing distractions for the remote learning to take place.
5) Sessions not being disrupted, including anyone else in the household contributing to the session.
6) Sessions not being videoed or photographed.
7) All stakeholders by raising any issues or concerns with the academy.
8) Pupil behaviour, so that it is line with academy expectations while accessing remote learning.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
|Attendance of remote learning will be taken at appropriate intervals during the day. At times of absence due to any technological issues or barriers;|
1) The academy will be in touch that day to discuss and support addressing these barriers ahead of the follow day’s sessions.
Where there has been absence not due to technological barriers;
1) The academy will make a phone call to the home. These checks and calls will be performed daily in order to check welfare of pupils and support pupils’ engagement in learning in line with expectations.
At all stages we will work together with parents, carers and pupils to support their engagement and attendance. We will offer support and advice to parents and carers whenever it is required.
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 receive feedback in several different ways. These are balanced and appropriate to support teacher, pupils and purpose. These include;|
1) In the moment feedback during live sessions, through teacher / pupil interaction
2) General marking of work submitted/uploaded
3) Verbal feedback, sent through a recorded message attached to the pupil’s work (deep feedback)
4) Video uploaded to Seesaw and Tapestry which identifies misconception with teacher modelling how to address this misconception (deep feedback)
Feedback is a vital part of engaging and supporting learning and wellbeing during remote learning. As such we ensure that all children get feedback daily. Deeper forms of feedback, such as verbal feedback and a modelling video are generally received by pupils weekly.
Additional support for pupils with SEND
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:
|At all stages, learning is personalised to meet the needs of individuals.|
Technology and platforms ensure that differentiation and bespoke support is not limited or hindered.
Support will be provided to ensure, where possible, all can utilise the technology to support their learning.
Where technology itself might prove a barrier for specific learning needs, appropriate and effective alternative will be provided.
Whilst the academy draws on the trust capacity and expertise, the academy will also liaise with wider professionals, such as vision and hearing team etc.
We work with families to deliver remote education for pupils with SEND and ensure that specific lessons tailor for the needs of those children with an EHCP who are not accessing school.
We will ensure that all pupils, including those with SEND, will have equality of access to the full curriculum offer through remote learning.
We will respond to those parents / carers who are not able to overcome the barriers to learning for their child/children as successfully as others by tailoring our asynchronous work for the specific identified needs of the children. We will also have specific live learning sessions for those children who need further support or who have an EHCP.