If your child is off school due to them isolating (i.e they, or another member of their household is waiting for COVID test results), then click and download the file below to access learning resources for them.
If your child is off because their class 'bubble' as a whole is isolating, different resources will be provided for you in their online classroom (VLE). The exact process will be communicated by your child's class teacher.
Our Remote learning Provision
THIS IS CONSTANTLY BEING REVISED IN LINE WITH NEW GUIDANCE FROM THE DFE
LAST UPDATE: 12 APRIL 2021
The Government have made it a requirement that we must publish online, the provision we are making in school for remote learning by 25 January 2021.
A pupils first day or two of being educated remotely will look different from our standard approach. This is so we can take the necessary actions to prepare for a longer period of remote teaching.
Provision for the first day or two of pupils being sent home from school
- Children will access online learning as detailed in the documents in the section above. These contain class specific links to 'The Oak Academy' and other online resources.
Following the first few days of closure, what happens then?
- Children will be able to access online lessons via their classes VLE (online classroom). Children and parents already have these details, but a reminder of how to do this will be sent out via the school app.
What will be provided online?
- Each class will have a Maths lesson, an English lesson and a 'Topic' lesson provided for each day of the school week. The topic lesson can be a variety of subjects - Science, Technology, History, Geography, Computing, Music, RE, PE etc. The next days work will be available on each classes VLE the previous day.
- The lessons will be accompanied by either a written explanation, pre-recorded lessons (Oak Academy, BBC Bitesize, links to video clips, White Rose Maths or audio Powerpoints made by the class teacher), or links to commercially available websites that teach specific subjects (for example Purple Mash for Computing) . There will also be some 'live' teaching via Microsoft Teams (as explained below).
- We will provide the same curriculum remotely as the children would have experienced in school wherever possible and appropriate. We would have to make some adaptations as we can't expect parents/carers at home to be able to teach in the same way we would in school. We will also try to limit the amount of worksheets that need to be printed as we are aware this is expensive to do and not everyone has a printer at home. The vast majority of worksheets can be looked at online and the answers can be written on paper or in workbooks.
- For Reception and Key Stage One children, (with the understanding that younger the child, the shorter the period of time they are able to concentrate for), the work provided will last on average for three hours per day. This also includes reading time (either independent or with an adult) and maths games via an app (School Jam), funded and facilitated by school. They will also have access to online reading books, again funded by school.
- For Key Stage 2 children, the provision will last on average for four hours each day. This also includes quiet reading time (to improve concentration and reading stamina) and times table practise, using an online resource funded and facilitated by school. They will also have access to online reading books, again funded by school.
- When staff are not in school, they will also offer a 'live' lesson via Microsoft Teams each day wherever possible. For younger children, this might be a 'story time' with an element of teaching. These will be done when the teachers are not in school teaching their bubbles. It is difficult to say which days these will be on, as each week the teachers will be in school on different days. However, the teachers will inform the children when these will take place, by placing the information on their classes VLE and also sending the children an invite to attend on Teams. They will also let you the focus (Maths, English etc.).
- Initially we will be aiming for two sessions per week (one each day that the teachers are not in school). They will be for approximately half an hour at a time, so the children can have input and then work independently, just like they would in school. By doing it this way, it also means that where there are a limited number of devices in a house, we can make sure they can be shared among the children, so the lessons don’t clash, and they can all have access to the ‘live’ lessons for their class. We need to remember that everyone’s circumstances are different and several households are sharing devices between two or three siblings.
- When children are in school, they will access the same learning provided online and where possible, will attend the 'live' lessons for their class.
How will we support children who do not have access to digital devices or online access at home?
- If children do not have a device (laptop/desktop computer, tablet, games console) with which they can access online learning, or have no broadband connection (either through a telephone line or mobile connection), then parents must contact school. We will then, as a matter of urgency, source a device or find a means of connecting them to the internet as soon as possible.
- Whilst waiting, parents will be offered the facility to have worksheets etc. printed off at school, so the children can continue with their remote education at home.
What about engagement and feedback?
- For the children not in school, we have a system in place where we check the engagement of children working remotely through the work they submit via emails to their class teacher, Purple Mash ‘Hand-Ins’, telephone or video calls via Teams. Work handed in on Purple Mash is replied to via Purple Mash and work sent in via email is also responded to via email. Feedback will be done at least weekly though these means, so that each family has weekly contact. We might also put general comments on the class VLE if there is a common issue with a specific piece of learning. All these systems will also help us to gauge how well the children are progressing.
- We suggest that children access their work in the morning, starting at the time school would start. That way, they keep to their daily 'school' routine. We understand that each family is different and time constraints parents work patterns can also affect a daily routine.
- It will also enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding. Where teachers realise there is an issue with understanding, adjustments in the next lesson are made, or the children concerned will receive help via email, telephone or video calls.
- We will also emphasise the importance of a daily routine for the children, so they know what is expected of them, but recognise the difficulties of the demand placed on parents through their own work commitments.
How will we support children who have additional needs?
We recognise that some children, for example children 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 children through regular contact (either through telephone or video calls), individual teaching through the use of 'Teams' as well as provide work adjusted for their individual needs.