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
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
Key Stage 1 – Years 1 and 2
Key Stage 2 – Years 3,4,5,6
EYFS – Nursery
EYFS – Reception
Year 1 and Year 2
Years 4 / 5
In EYFS, the children have access to a live, targeted phonics session every day. From years 1 to 6, teachers also provide a live reading lesson which is in line with the school reading policy. Lessons are taught through the specified Reading Strategy text, or for 20% of the teaching time, non-fiction, poetry or play script.
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’, ‘we do’ and then ‘you do’ approach. After the lesson, the children complete their task on Seesaw which is assessed and feedback is given.
In KS1, the children uplaod videos of themselves reading via Tapestry and Seesaw. They have access to Oxford Owl, where they can read from a range of books, all at their level. In KS2, the children have their own Reading Plus account, where they read from a huge variety of texts, after completing an initial assessment. Teachers analyse the progress of pupils through the data that is provided. 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,' 'we do' and '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 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.
Medium term plans for each unit and individual lessons have been carefully designed by experienced subject leader teams to ensure expertly planned sequences of learning, which ensures quality teaching, resources and high engagement. This also ensures that not only is every unit progressive, but every year group builds upon previous learning.
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;
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;
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;
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;
Where there has been absence not due to technological barriers;
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;
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 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:
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 asynchronus work for the secific identified needs of the children. We will also have specific live learning sessions for those children who need further supoort or who have an EHCP.