Remote Learning

Remote 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 (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 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?

EYFS Years 1 & 2 Years 3 & 4 Years 5 & 6

 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?

As quickly as possible, we will establish Google Classroom teaching, with the aim to: Teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we may needed to make some adaptations in some subjects. For example, our PE curriculum is adapted to encourage children to remain active, but recognising that we can not access the same equipment remotely.

 

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:

EYFS	We would expect children in all year groups to participate in learning activities for the majority of the ‘standard school day’. e.g. from 8:55am – 3:15pm This would not all be direct teaching and will include independent activities for children to undertake at home.
Key Stage 1
Key Stage 2

 

Accessing remote education

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

EYFS Years 1 & 2 Years 3 & 4 Years 5 & 6

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:

If your child does not have online access at home, please contact the school and your child’s classteacher or phase leader will discuss solutions with you. Solutions include: The school providing you with a digital device to allow access on a temporary basis The school providing you with paper-based learning tasks

How will my child be taught remotely?

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

live teaching (online lessons) recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers) printed paper packs produced by teachers (e.g. workbooks, worksheets) textbooks and reading books pupils have at home commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences long-term project work and/or internet research activities (as per the schools full opening guidance, schools full opening guidance, schools are expected to avoid an over-reliance on these approaches)

 

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?

Expectations for pupils’ engagement with remote education o We expect all pupils to join our daily ‘Google Classroom’ registration sessions o We expect all pupils to join our ‘Google Classroom’ teaching sessions, with cameras on and with active engagement. Expectations of parental support, for example, setting routines to support your child’s education o We expect parents to support teaching staff by ensuring their children attend the ‘Google Classroom’ sessions o We expect parents to ensure their children display good learning behaviours when engaging on ‘Google Classroom’ sessions

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

We will keep registers of those children accessing our remote learning offer We will check and ‘mark’ submitted work, Where children are not engaging and completing set work, we will contact parents by phone.

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:

Our approach to assessment will vary dependent on the year group and length of the period of remote learning.   We will provide verbal feedback as a minimum expectation.   If the remote learning period extends for more than 2 weeks, we will attempt to replicate our in school assessment processes.

 

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:

For any children with identified SEND, we will hold individual conversations and planning meetings with parents and classteachers to discuss the best approach for your individual child.   For younger children who are unable to access online learning successfully, we will reduce the amount of screen time required and increase the amount of practical activities we ask children to complete.  We will also adapt our approach as necessary which may also include reducing the number of daily learning hours.

 

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?

Where possible and if a child is well enough, we will aim to engage a child who is self-isolating in learning. This could be through a dial-in session to join the whole class ‘in-school’ teaching through signposting to appropriate content on Oak Academy