PROVISION FOR REMOTE EDUCATION - Information for Parents - Hartlebury CE Primary School January 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
PROVISION FOR REMOTE EDUCATION
Information for Parents
Hartlebury CE Primary School
January 2021Remote education provision: information for parents
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 to remain at home.
For details of what to expect where individual pupils are self-isolating, please see the
final section of this page.
The remote curriculum: what is taught to pupils at home
A pupil’s first day or two of being educated remotely might look different from our
standard approach, while we take all necessary actions to prepare for a longer period of
remote teaching.
What should my child expect from immediate remote education in the
first day or two of pupils being sent home?
Once we are alerted that a child needs to self-isolate and access remote education,
1. We consult with the family to establish the preferred method of working from
home. (This may include issuing the child with workbooks, directing the family
to the school website or staff uploading items of work to the school learning
platform).
2. Ensure the child has access to Learning Platforms with assistance provided.
3. We provide an overview of learning objectives which are knowledge and skills
based.
4. Provide guidance and support.
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?
Our aim is to ensure pupils working from home have access to a creative curriculum
which is skills and knowledge based which covers a variety of subjects.
Staff will provide guidance, resources and links to interactive lessons which support
the learning objectives for each child. Subjects include RE, PHSE and Mindfulness
based activities, PE, Science, History, Geography, Art or DT project-based tasks.
2Remote 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:
Key Stage 1 Minimum of 3 hours
Key Stage 2 Minimum of 4 hours
Key Stage 3 and 4 NA
Accessing remote education
How will my child access any online remote education you are
providing?
Google Classroom
Class Dojo
Education City
Bug Club
TT Rockstars.
White Rose Maths/NCTEM
The Oak Academy Virtual School
3If 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:
If families experience issues with devices at home, direct IT support is available to
them. Contact details will be shared with families.
• Devices are allocated to pupils who currently meet the strict criteria set out by
the DFE. However, the IT support is reviewing how school can provide
additional resources to support online learning at home. This could be
keyboards, mouse and additional Data access.
• If required, paper copies of work set can be collected from the school office at
a time agreed between the school and parents. This work would need to be
submitted at a convenient time agreed with the school. Books will also be
available to record work in.
• Daily updates are carried out by staff. Pupils/parents can share successes
through other means such as; photographs and attachments to emails.
Parents can also communicate through the platform of Seesaw, Class Dojo
and Google Classroom through their mobile phone.
• Regular weekly telephone calls will be made to maintain communication,
assess needs and support learning wherever possible e.g. reading sessions,
1-1 interventions.
4How will my child be taught remotely?
We use a range of approaches to teach pupils remotely:
• Google Classroom. Each class or bubble will have a Google Classroom set up.
Via the class stream, announcements, information and messages can be
posted. On the Classroom page, assignments/work will be set for each day.
• Classes will use Class Dojo to set work and communicate with children and
families.
• Completed work is submitted, viewed/marked by teaching/support staff and
returned to the pupil to view or edit as required.
• All pupils can access this using their Wonde log in details, they can complete
their work either using Class Dojo, Google Classroom, recording work in a
workbook, or recording on paper.
• Work set online and recorded via SeeSaw, with evidence of tasks completed
via photos, videos and messages (EYFS).
• Live teaching (online lessons). Each day classes will be invited to a live Google
Classroom where they will interact with the class teacher and their peers. Staff
introduce learning objectives and support with any misconceptions prior to
children carrying out tasks.
• Live PE and GoNoodle sessions are available with links uploaded to the school
website. All links are shared via class learning platforms and class pages on
the website.
• Recorded teaching to introduce and support work eg Oak National Academy
lessons, White Rose video/audio recordings, BBC bitesize video clips,
recorded PE lessons.
• Printed paper packs produced by teachers (worksheets) are available if
required, eg if unable to access or complete assignments via a device. Please
arrange collection with your class teacher.
• A workbook will be available, if requested, for recording Maths and English
work. This work can then be photographed and submitted by email.
• Commercially available websites supporting the teaching of specific subjects or
areas, including video clips or sequences.
• Video/phone call reading sessions in KS1 and LKS2 with a member of staff
from the pupil’s bubble, in line with our safeguarding policy.
• Remote Reading Records: each class monitors reading of all pupils through
the expectation that pupils/parents regularly record reading progress including
the title, pages read with commentary for staff to review.
5Engagement and feedback
What are your expectations for my child’s engagement and the support
that we as parents and carers should provide at home?
• All pupils in Key Stage 1 are expected to engage in 3 hours or more of remote
education each day.
• All pupils in Key Stage 2 are expected to engage in at least 4 hours of remote
education each day.
• All pupils are expected to submit a given number of pieces of work each
day/week for marking and feedback by the class teacher/support assistant.
The amount of work expected relates to the age group of the pupils and the
type of work set. An agreed timeframe is shared with bubbles/pupils/families
for completion of work.
• Where editing is required, pupils will resubmit work for further
marking/feedback where appropriate.
• Further support or extension/challenge will be offered when appropriate.
• Via Google Classroom, group or individual messages can be sent to pupils to
further support understanding.
• Via Google Classroom, group or individual messages can be sent to staff to
give all pupils an opportunity to clarify and misconceptions.
• Invitations to join live lessons, Collective Worship, celebrations (class, bubble,
home learning pupils, pupils in school, whole school) are posted on learning
platforms with links to join meets. A record is kept of attendance. These meets
will be recorded for safeguarding purposes.
• Support from home can come in many forms: accessing learning platforms,
setting routines to support learning, open communication with school and
teachers, supporting children in striving to meet expectations (completing work
on time, completing all set work).
6How will you check whether my child is engaging with their work and
how will I be informed if there are concerns?
Each day, members of staff will monitor the learning platforms used within each
bubble to check pupil engagement. Has work been submitted? Where feedback is
given, is there response to this and work resubmitted? Is work of good quality?
• Records of work completed kept by all teachers.
• Record of attendance at Google Meets are used to monitor pupil participation
and engagement.
• Where more support is required or issues have arisen accessing or completing
work, a line of communication is always open (phone call, emails).
• If engagement is a concern, school will initially email the parent followed by a
telephone call to establish the context surrounding the lack of participation or
attendance at Google meets.
• Staff will report any concerns to Senior Leaders who will follow up on each
case.
• All live communication will be recorded for safeguarding reasons. No
recordings will be shared
7How 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:
In our communication and feedback to pupils we aim to:
• Share learning objectives and clarify understanding.
• Encourage independent learning and encourage pupils to become ‘owners’ of
their own learning.
• Provide feedback that moves learning forward within a sequence of learning.
• Engineer effective discussion (with teacher or peers), tasks and activities
which provide evidence of learning.
• Encourage completion of tasks.
• Encourage high quality work and an improvement in work over time.
• Set tasks which can realistically be completed and feedback given as
immediately as possible.
• Consider how pupils may manage their learning time differently.
We use the following platforms to achieve the above:
• Google classroom. Comments, questions, requests for edits can be sent with a
request to resubmit work. Editing is encouraged in line with the school marking
and feedback policy where possible.
• Seesaw. Feedback can be given as above.
• Whole-class feedback and self-marking. Google meets can be used to
discuss/mark work that has been completed earlier in the day (KS2).
• 1:1 interventions via Google Classroom, Google Meet or phone calls.
• Live meets are used to introduce lessons/learning objectives, and for pupils to
ask/answer questions.
• Individual messages can be sent via learning platforms.
8Additional 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:
• Tasks for pupils with additional needs are modified with additional
instructions/scaffolding provided through small group or 1:1 support.
• Additional resources are available to support home learning including
intervention tasks that would be carried out in school.
• My City set up in Education City for each child identified.
• In EYFS SeeSaw is a preferred platform for communication and remote
education.
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?
• Consultation with parents to establish the preferred method of working from
home.
• Option of issuing child with workbooks.
• Directing the family to the school website, class remote learning page.
• Use of learning platform with uploaded work.
• A weekly overview would be provided.
• Links to online resources to support curriculum subjects such as PE, Science
would be provided.
• Lessons plan, resource and links provided.
• Education city, and My City would be set up.
9You can also read
