St Peter's RC Primary School Home Learning Provision - ST.PETER'S R.C. PRIMARY SCHOOL
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
ST.PETER’S R.C. PRIMARY SCHOOL St Peter’s RC Primary School Home Learning Provision
Mission Statement St. Peter’s Catholic School Mission is that pupils, parents staff, governors and parish build together a learning community which develops love, concern for each other and forgiveness, by living out the Gospel. This means our school will be a place: To foster knowledge and understanding of the Gospel values and growing in God’s love. To ensure we care for and respect others, develop an understanding of the world and contribute to society as responsible citizens. To promote independence and excellence. To encourage us to use our gifts and talents for self-fulfilment and the good of all. To appreciate that we are all uniquely created and loved by God. To put our trust in God through prayer.
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and systems Practices and systems
are major gaps. is being developed to implementing systems are in place with minor are fully embedded, and
address them. and practices to address gaps. there are examples of
this. best practice.
Score Potential actions and
Strengths Gaps (1 to 5) resources if score is 1 or 2
Remote Policy written and Important to continually Continual and robust
understood by all teaching review in light of 4 monitoring of quality of work
Remote education plan There is staff. teachers’ experiences – set, engagement of pupils,
a plan in place for remote High expectations of learning particularly during ‘live feedback and corrections.
education and a senior leader are shared by all staff. class’ assemblies. All staff to receive more training
with overarching responsibility for Balance of new learning and to further develop the Online
the quality and delivery of remote consolidation of skills is learning and “live class”
education, including that provision appropriate. assemblies.
meets expectations for remote Sequences of lessons are in
education. The plan is line with the school’s
underpinned by high expectations curriculum map.
to provide the quality delivery of a
planned curriculum for all
(including vulnerable children and
children with SEND), which is
aligned as close as possible to
the in-school curriculum.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
Communication Governors, Governors fully involved Keep parents/carers 4
staff, parents and carers are in policy setting, involved in safeguarding
aware of the school’s monitoring through HT aspects of online learning
approach and arrangements reports. (documents posted on Continual and robust monitoring
for remote education. the website and copies of communication to improve
Parents receive regular emails communication between
and letters. All info on website posted to all families).
parents/carers and school.
and parent support video
published to access the Purple
Mash online learning platform.
Staff are kept within year Managing workload when
group bubbles – this ensures balancing demands of 4 SLT continue to monitor and
Monitoring and Evaluating. that work and children are remote learning and further develop the online
The school has systems in place ‘known’ to all staff. increasing number of learning.
Staff meet every 7 days to children at school for
to monitor the impact of remote
reflect on online provision and face-to-face learning.
education. This includes:
• understanding the impact on to receive more training – SLT (KW at present, need to
staff workload and how to every 3 days. be aware that this will
mitigate against it if staffing increase as lockdown
changes restrictions ease).
Sickness and non-
• having access to appropriate engagement of pupils is
management information managed by teacher, office
(such as staff and pupil and overseen by SLT.
sickness and absence data) to Safeguarding concerns logged
help the school respond to and referred if necessary.
changing contexts.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in place are fully embedded, and
address them. and practices to address with minor gaps. there are examples of
this. best practice.
Good practice guidance is Supporting families by 4 Continuous communication
disseminated from school and understanding demands between the school and the
directly by class teachers. of multiple children in parents to support the children
Management of work is house using limited and parents with practical
overseen by SLT with paper number of devices. advice and support for
Home environment based available to families. Teachers to monitor accessing the online learning.
The school is aware of the times that work is being As a school, we are aware that
Good learning behaviour
learning environment at home and completed and one or two electronic devices
modelled and overseen by
works with parents/carers and submitted. are shared amongst family
class teachers.
families to understand and ensure members.
that pupils will be able to access Management of children’s
education at home. daily work, expectations set
out on website and overseen
by SLT
The school supports pupils on
how to self-regulate during remote
education, including:
• understanding their
strengths and weaknesses
to improve their learning
• how to learn from home1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
23 Laptops are being loaned Update laptops to 4 Continuous monitoring and
Laptops, tablets and internet out to vulnerable families. support all families with dialogue between school and
access online learning. parents/carers to support with
2 Chrome books are being
Where digital approaches are electronic devices where
loaned out to vulnerable
used, leaders are aware of any possible, internet access if
families. Stay on top of need.
limitations to access to the needed and hard copies of
internet, and suitable devices for Paper copies of work are
provided as agreed (This may work posted on request.
pupils which might impact on
remote education provision. be the most suitable route with
Leaders have made suitable family arrangements)
alternative arrangements to
minimise the impact of these
limitations, either by providing
pupils with devices and/or hard
copies of work posted to all the
children for the first three weeks
of lockdown in January and will
continue to do this on request.
Vulnerable and key worker
children are expected to come
into school.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
2/2 SEND children (we are Important to be acutely 4 Continuous support to
applying for an EHC Plan) are aware of SEND children parents/carers with resources
Supporting children with in school daily and a child with (particularly those NOT to access the curriculum and to
additional needs an EHC Plan will start on EHCP and therefore support children with individual
Children and young people with provision in school after half at home without the programmes e.g.SALT and
high needs, including term. support they would have STEPS.
disadvantaged pupils, SEND and had in school).
vulnerable pupils, have the right Specialist provision is in place
structures and provision in place for them to access
to help remote education. This SENCO making weekly phone
includes guidance for parents calls.
and carers on how to effectively
support remote education and
ensuring pupils have access to
the right hardware and software
to support their needs.1. Identify 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and systems Practices and systems
are major gaps. is being developed to implementing systems are in place with minor are fully embedded, and
address them. and practices to address gaps. there are examples of
this. best practice.
Teachers check daily for Improve the formal 4
engagement. recording of children who
Direct contact to parents to are not engaging so that Teaching assistants received
support online learning. further support can be training to support Pastoral care
provided and via the Purple Mash platform
SLT monitor concerns and
safeguarding swiftly after February half term.
follow up calls are made to the
Monitoring engagement parents. identified.
The school has systems for
checking daily whether pupils are Guidelines mentioned to
engaging with their work, and all staff during meeting to
informs parents and carers support them with
immediately where engagement is safeguarding procedures
a concern. during lockdown.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in place are fully embedded, and
address them. and practices to address with minor gaps. there are examples of
this. best practice.
Work is set in line with DfE Monitor and move 4
minimum requirements. towards as much new Collective worship and “live”
Daily: Maths, Reading and learning as appropriate. assemblies to commence week
Minimum provision
English, Phonics Keeping a watch on 22nd February 2021 via Zoom
School sets work that is of
Weekly: RE, Science, school’s full return and a to support each cohort.
equivalent length to the core
teaching pupils would receive in History, Geography, Art, revised ‘catch up
school in an appropriate range of DT, Computing, French, programme’.
subjects, and as a minimum: PSHE, PE and Music.
• Key stage 1: 3 hours a day, on All the subjects taught
average, across the school throughout the week.
cohort, with less for younger
children Learning is set inline with the
• Key stage 2: 4 hours a day school’s curriculum.
Consolidation of Autumn term
objectives as well as new
The school has a clear broad and learning for Spring term in all
balanced curriculum that supports subjects.
pupils both in class and remotely.2. Develop and plan 3. Implement 4. Embed 5. Sustain
1. Identify
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
Remote curriculum is aligned Ensure equality of 4 Collective worship and “live”
to the school’s curriculum. curriculum offer is set assemblies to commence week
Recorded lessons every day or across school – 22nd February 2021 via zoom
Curriculum delivery audio powerpoints in Maths, expectations of work to support each cohort.
The school has a system in place English and other subjects. volume, recorded To further develop “live”
to support remote education, Teachers use videos along interactions and timing to reading sessions for each
using curriculum-aligned, with Oak National Academy, respond to pupils’ work. cohort.
resources. published videos by BBC,
Where remote education is taking White Rose and You tube.
place, it should include recorded Purple Mash and Miss Dorothy
or live teaching powerpoints from (Dot minutes) used for setting
the school or other educational and responding to pupils’ work.
providers. Communication through class
The school uses a digital platform blogs and fortnightly phone
to support effective calls.
communication and accessibility Teachers and SLT available
for all pupils, including those with via school office for
SEND. troubleshooting.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
Teachers track completion Ensure consistency 4 Teacher assessment will
and level of work quality. across school. continue on the coverage of
Individual’s work is looked at, work for Spring term 1 week
Assessment and feedback corrected by teachers, asked Awareness of validity of commencing 22nd February
The school has a plan in place to to be re-submitted if summative assessment 2021.
gauge how well all pupils are necessary to ensure quality of prior to return.
progressing through the learning is not lost.
curriculum using questions and Feedback and next steps are
other suitable tasks. built into blogs and messages
for individual children. This
The school provides feedback, at informs Formative
least weekly, using the marking Assessment for next steps.
tools, blogs or voice recordings
where appropriate.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in are fully embedded, and
address them. and practices to address place with minor there are examples of
this. gaps. best practice.
Staff capability has been built Computing Teacher and 4 Teaching assistants received
on since lockdown 2020. The SLT are on hand to help training to support Pastoral care
Computing Teacher has led support where needed. via the Purple Mash platform
Staff capability staff with workshops and after February half term.
Staff have access to the digital bespoke support.
resources and tools. Where Support videos for parents
possible, the training provided is and guidance were published Collective worship and “live”
sustained to ensure staff continue on the school website and assemblies to commence week
to support effective teaching information on how to use 22nd February 2021 via Zoom to
practice remotely. other devices e.g. Play Station support each cohort.
to access Purple Mash was To further develop “live” reading
also shared. sessions for each cohort.
Computing lead + SLT Continue to meet 4 Continuous virtual meetings,
supporting individual’s formally and informally support documents e-mailed
capacity throughout lockdown. and individual calls to support
Strategic partnerships
The school is sharing best staff collectively and
practice and making best use individually.
of capacity across schools.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in place are fully embedded, and
address them. and practices to address with minor gaps. there are examples of
this. best practice.
Expectations are on website. 4 Continuous support documents
published on the school
Realistic expectations of Pupils are clear and followed website and communication to
pupils, parents and carers up if not engaging all parents/carers during
appropriately. fortnightly phone calls.
Parents and carers have clear
guidance on how to support pupils
at home, and how this is aligned
to the remote education
information required to be
published on the school’s website.
Pupils understand the
expectations on how many hours
they should be learning and how
to participate in remote education.2. Develop and plan 3. Implement 4. Embed 5. Sustain
1. Identify
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in place are fully embedded, and
address them. and practices to address with minor gaps. there are examples of
this. best practice.
Remote Learning Policy Always review and 4
outlines safeguarding respond to fast changing
Ensuring safety expectations and safety. circumstances.
There are clear safeguarding
protocols in place to ensure pupils Staff training and guidance
are safe during remote education. reviewed weekly
It is essential to have and (Safeguarding weekly email,
communicate clear reporting fortnightly staff meeting).
routes so that children, teachers,
parents and carers can raise any Guidance to support parents
safeguarding concerns and carers with online safety
in relation to remote education. published on the school
website week commencing 8th
Online safety February and 1 hard copy per
If the school chooses to provide family posted.
remote education using live
streaming and pre-recorded
videos, teachers understand how
to keep children safe whilst they
are online.1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there Identified gaps but a plan In the process of Practices and Practices and systems
are major gaps. is being developed to implementing systems systems are in place are fully embedded, and
address them. and practices to address with minor gaps. there are examples of
this. best practice.
Open door policy Always be aware. 4
Well-being Regular interactions with
Leaders, teachers and pupils are children means that unusual /
aware of how to spot potential out of character behaviour
well-being or mental health issues
and how to respond. There are passed on by teachers to SLT.
regular catch ups with pupils,
Miss Dorothy (Dot minutes), Formal approached by parents
Purple Mash blog and fortnightly or children passed to Inclusion
phone calls. Team.
Well-being of the St Peter’s RC
Primary School community
continues to be a priority.You can also read
