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 (or bubbles) 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 students 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?

Our school remote learning strategy has clear information regarding three types of closure. This includes a child self-isolating, a bubble closure and a whole school closure.

On the first day of moving to remote learning, teaching staff will share home-learning expectations via the class’ ClassDojo page. This will include:

  • early years: watching Numberblocks and Alphablocks, counting and sorting activities, singing nursery rhymes and listening to stories
  • key stages 1 and 2 (years 1-6): teachers will set work that the children can access on Mathletics, Times Table Rockstars (TTRS), from previous homework and spellings

Following a whole school or bubble closure, all children will have the opportunity to access live sessions through Microsoft Teams.

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?

When moving to remote teaching, teachers continue to teach the same planned curriculum wherever possible and ensure that it is appropriate to the age and stage of the child’s development or needs. This includes our topics continuing in the usual style of teaching and whole-school theme days and celebrations will continue remotely. When teaching remotely, mathematics and English will continue to be taught using our own school approach meaning that children will have the same resources and sequences of learning.

However, there may be circumstances when a class teacher may need to adapt the delivery of some subjects. For example, in Read Write Inc (RWI) the guided reading activity may be changed for other reading and writing activities. In art, we may change the focus to ensure that children will have access to resources at home e.g. clay modelling altered to junk modelling– this may apply to other subjects where the resources required are not easily accessible for the majority at home.

Assemblies are an important part of our PSHE curriculum and will therefore continue remotely.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

In line with the Department for Education’s requirements, our remote education offer will take:

  • key stage 1 pupils broadly three hours each day
  • key stage 2 pupils broadly four hours each day

Teachers will provide learning in the form of live and recorded sessions and set independent work which is outlined in a daily Sway.

A minimum of one live session will take place daily for all pupils from EYFS to year 6. The time allocated to the live session will be dependent on the session’s focus and the age of the children.

Children from years 1-6 will also have the opportunity to attend a minimum two assemblies per week. This includes a celebration assembly with the class teacher and a member of SLT.

Accessing remote education

How will my child access any online remote education you are providing?

Children will receive their education through a mixture of videos, live sessions and independent activities set by their teacher and supported where necessary by a parent/ carer.
A daily Sway will be created by the teacher which contains the day’s home learning. These will posted on the ClassDojo page. Teachers will invite children to live class meetings which will take place using Microsoft Teams. Any parents needing technical support with this, are encouraged to contact the class teacher via ClassDojo.

Any resources needed for independent learning tasks will be found on ClassDojo or in the resource packs provided by the academy. Teachers will upload a daily Sway with suggested timings and explaining the links to learning and appropriate resources. All resources will be clearly signposted, and children may be directed towards a particular resource during an online lesson.

Children will be able to submit their work through their individual portfolio on ClassDojo. If children are accessing home learning via the Key Worker Provision, this may or may not be uploaded to ClassDojo as a member of staff will have seen and given feedback.
Parents and children will also be able to communicate with the teaching staff using the message or comments features on ClassDojo or through email/telephone directly to the academy where appropriate.

We understand that some children, particularly children in Reception and Year 1, may find learning remotely a challenge. We will endeavour to make live sessions and independent learning fun, engaging, practical and accessible and offer any advice necessary to support parents.

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:

Device loan

The academy has a small number of devices that can be issued to children who do not have an electronic device or have multiple children who are sharing one device. Laptops and iPads will be loaned out from the school with a receipt system.

Internet access

Any families struggling with internet connection can contact the academy or their child’s class teacher to discuss options. SIM cards with prepaid data are available for families to use solely for accessing remote learning lessons and parents may be asked to submit their details to have their mobile data allowance increased under the government scheme.

Paper copies

If printed materials are needed, these can be collected from school by prior arrangement. If this is required, parents can contact the class teacher. If children do not have online access and use printed materials, work can be brought to school when a new printed materials pack is collected.

We have collected information from all families, and any families without internet have been offered a place in school. If you believe that this applies to you or your circumstances have changed, please be in touch with the school office.

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

  • daily live sessions through Microsoft Teams
  • recorded teaching e.g. video/audio recordings made by teachers, links to other suitable websites such as Oak National Academy lessons, RWI, YouTube
  • websites supporting the teaching of specific subjects or areas, including video clips or sequences e.g Developing Experts, Oddizzi, Kapow, Mathletics and TTRS
  • where required, printed paper packs produced by teachers e.g. workbooks, worksheets
  • some independent activities will be set for children – such as reading, spellings, handwriting, times tables tasks for children in KS1 & KS2. EYFS children will have opportunities for free-play as well as teacher directed learning
  • all resources will be uploaded onto ClassDojo with guidance of the work and suggested timings
  • assemblies will take place virtually. The Principal’s assembly will be available on Monday, Picture News assemblies will take place on a Wednesday and class celebration assemblies will be held on Fridays

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?

Engagement and attendance

We believe in every child’s right to an education. We encourage all pupils to complete all work set and attend all of their live sessions to maintain their quality of education. We will monitor children’s engagement with work and the live sessions so that we can support where necessary where there is a lack of engagement.

We understand that some families are sharing devices between siblings and the academy has timetabled live sessions so that they do not clash with other classes.

Parental support

Please encourage your child to attend their sessions where possible and complete any learning tasks. A good routine can be maintained through following the suggested timings or Sway uploaded by your child’s teacher.

Communication

Teaching staff will monitor ClassDojo throughout the day and will respond to questions or comments regularly. Uploaded work will be ‘approved’ by teachers and TAs daily, and feedback will be given as necessary. Teachers will continue to have Planning, Preparation and Assessment time (PPA).

Parents can communicate with the class teacher/ TA via ClassDojo or the school office and can expect a reply within 24 hours during the academy’s normal opening hours. The first port of call for any questions or queries should always be to the class teacher.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

Teaching staff will monitor engagement through attendance at the live sessions, the work submitted to Portfolios on ClassDojo, through comments and messages via ClassDojo and regular phone call conversations. If your child is not engaging with the remote learning, we will call you to see if there is any support needed and discuss any concerns or anything we can do to help.

We understand that some children, particularly those in reception and year 1, may find it difficult due to their age to learn remotely. We will endeavour to make live sessions and independent learning fun, engaging, practical and accessible and offer any advice necessary to support parents during regular welfare calls.

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. Our approach to feeding back on pupil’s work is as follows:

  • teachers will provide daily individual feedback on an identified piece of work (English/maths) for children in years 1-6. In EYFS, feedback will be provided through individual comments on the children’s uploaded pieces of work
  • whole class feedback will also be provided on the ClassDojo story or through teacher videos in response to learning
  • feedback may also be provided through quizzes marked automatically using Microsoft Forms
  • other feedback will be given verbally during live sessions or through recorded teacher videos

Additional support for students 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:

  • any pupils with SEND (meaning that they would find it difficult to be taught remotely in line with their year group peers), will be provided with work to support with their own individual targets and work across curriculum. Appropriate resources, scaffolds and teaching strategies will also be provided appropriate to their needs
  • the SENDCO will monitor arrangements to ensure they meet the needs of the child
  • a number of other children have also been identified as requiring additional support. These children will be invited to attend the Key Worker Provision and be supported with home-learning by members of staff. The families will also receive a weekly well-being telephone call

Remote education for self-isolating students

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?

The only difference will be that online lessons will not take place over Microsoft Teams for self-isolating children. Questions can also be posted on ClassDojo and correspondence can be expected in a timely manner.

Flow chart

You can also find a flow chart below.