We have a statutory duty to provide home learning for any or all pupils in the event of self isolation, a local or national lockdown. Parents/carers have a duty to ensure that their children continue their learning through remote access.

We exceed the minimum expectation set out by the Government and provide at least 3 hours of remote learning a day, on average across the cohort, for children in Key Stage 1 and at least 4 hours of remote learning a day for children in Key Stage 2.

We expect our parents/carers to:

  • Establish routines / times in the day which are for learning whether that be through self made opportunities for learning or through work set by teachers on Google Classroom (GC), Tapestry or Mathletics.
  • Ensure their children have access to an appropriate device on which to complete their learning – assistance can be sought from the school if this is a barrier to learning.
  • Ensure that children are logging on and completing work set by their teachers on GC or Mathletics at least once a day.
  • Ensure their children complete a range of tasks set and not just the subjects/activities they like the most.
  • Reach out to the school for help if they need support with remote learning or to request devices or data.
  • Read to their children and/or hear their children read at least once a day for children in Nursery, Reception, Years 1 and 2 and at least three times a week for children in Years 3, 4, 5 and 6.
  • Contact the teachers through the school if they have any concerns, queries, questions.
  • Ensure their children are available and ready for their live session with their teachers each day, that they have an appropriate space to listen and talk during these sessions and are dressed appropriately.

 

What learning we will provide:

In the event of one or a few individual pupils isolating within a year group:

  • Lessons being taught in school will be adapted appropriately and posted on GC/TAPESTRY daily – recorded videos will be included within 48 hours if needed and appropriate.
  • Home reading to parents/carers is expected.
  • Maths homework on Mathletics should continue as normal.

 

In the event of a whole class, year group or whole school having to isolate or close:

  • We will ensure that the normal curriculum for each year group continues as it would do at school as far as possible.
  • Recorded lessons will be used where appropriate.
  • Live sessions will be used to discuss tasks, clarify understanding, support pupils to undertake the learning and for pupils who need additional support.

 

Nursery, Reception and Year 1

  • No more than a 10 minute daily live session for the whole class at 9am with the class teacher and TA – a chance to check in with pupil wellbeing, allow them to connect with each other and discuss the learning of the day.
  • Live 10 minute small group phonics sessions from 9.10am – 11am to teach and reinforce phonics for each group.
  • Daily recorded phonics sessions for those not accessing the live sessions – sounds that would be taught at school and the high frequency words with scanned phonics/reading books to support.
  • Recorded session of ‘number of the day’ with key questions and ideas for parents/carers to try with children.
  • Vocabulary teaching through recorded stories and a link to the story so parents/carers can read with their children too.
  • Daily reading with parents/carers – real and scanned books will be provided.
  • Other tasks set weekly to include: encouragement/suggestions for physical activity, PHSE, science and topic in Year 1.

 

Years 2 to 6:

  • In Years 2, 3 and 4, no more than a 30 minute daily live session for the whole class at 9am with the class teacher and TA – a chance to check in with pupil wellbeing, allow them to connect with each other and discuss the learning of the day – explain tasks, establish routines, answer questions about learning they are stuck with etc.
  • In Years 2, 3 and 4, live 20 minute small group sessions from 1pm – 3pm to support small groups of pupils with their learning and prioritise children with SEND or additional needs.
  • In Years 5 and 6, no more than a 40 minute daily live session for the whole class at 9am with the class teacher and TA – a chance to check in with pupil wellbeing, allow them to connect with each other and discuss the learning of the day – explain tasks, establish routines, answer questions about learning they are stuck with etc.
  • In Years 2 to 6, live 20 minute small group sessions from 1pm – 3pm to support small groups of pupils with their learning and prioritise children with SEND or additional needs.
  • Maths, English, guided reading and phonics/spelling recorded lessons and tasks will be set every other day – this allows time for the teacher to mark and respond, plan and record lessons and undertake their live sessions.
  • Recorded lessons should be short – between 5 minutes and 10 minutes because we know from tracking that pupils won’t watch them if they are too long.
  • Science, topic and PHSE should be taught once a week.
  • Mindfulness tasks and suggestions for physical activity should be posted every other day.

 

English

  • Lessons should always follow school planning although some tasks might need tweaking e.g. drama lessons.
  • English lessons should include grammar, spelling, reading the text and writing.
  • Writing lessons need to be modelled – either through showing a model and unpicking the success criteria or by guided writing via a recorded lesson.
  • class novels/stories to be read.

 

Guided Reading

  • Lessons should follow school planning.
  • Ensure that the texts go home with the children but have scanned versions available too, to make sure every child can access the text.
  • GR lessons should include: reading the text with the children tracking at home, Tier 3 vocabulary being explained and Tier 2 vocabulary being taught, questions answered using a variety of the AFs we would expect in school.
  • Lessons should be differentiated as they would be in school – sentence stems as scaffolding, modelling answers, small group focus (live sessions).

 

Maths

  • Lessons should follow school planning and use the same materials e.g. NCETM spine planning, Power Maths to support, White Rose to support, Ready to Progress objectives, daily strablems for fluency practice.
  • Lessons should include fluency practice, arithmetic practice in Years 5 and 6, applying and reasoning opportunities.
  • Visual representations should be used as they would be in school planning – NCETM spine materials.
  • Lessons should be differentiated as they would be in school e.g. through depth of questioning and task, small group support (live sessions).

 

Whole School communication expectations:

  • Weekly assemblies by HT/DHT.
  • Weekly school newsletter showcasing the children’s learning.
  • Additional recorded stories from non-teaching members of staff and TAs.
  • Daily contact from every pupil with their teacher either through attendance at live sessions, the GC stream or phone call.
  • If any child is not accessing the live sessions then a weekly phone call will take place to speak to the parents/carers and the child within the first two days of isolation.
  • A weekly phone call will take place for any child with an EHCP or who is vulnerable, on top of communication during live sessions or through the GC stream.
  • Teachers will check the year group emails daily for communications from parents/carers.

 

What pupils should take home with them:

  • Class texts.
  • Phonics books / home reading books.
  • Pens and pencils if needed.
  • Whiteboard and pen for Sounds-Write phonics sessions.
  • Passwords for their GC, TAPESTRY and Mathletics.

 

What teachers will mark, respond to and monitor:

  • Teachers will mark and return the core learning for each child every other day and science and topic each week.
  • If teachers have asked children to do corrections or responding then it will be sent back and checked.
  • When appropriate, teachers will create quizzes on GC e.g. maths, spelling, grammar.
  • TAs will support through recording stories, marking and returning work, communicating with key pupils to give them additional support either through live sessions or GC, make phone calls to pupils and parents/carers.

 

How we provide support to families who are finding it difficult / have barriers in accessing remote learning:

  • In cases where there is absolutely no internet available, we will provide data and if this is not possible, paper packs of work (printed out from GC) which can be collected from school or in the case of families who are shielding or in self isolation, can be delivered by school staff.
  • We have carried out a whole school audit so we know what devices and data each household has, how many devices and how many people share them. We work with the charity KidsConnected and the DfE to provide devices and data.
  • For pupils who have EAL and whose families speak very little English and this is a barrier to accessing remote learning, the school will endeavour to find native speakers to contact the family by phone/email in order to help them.

 

How we safeguard our staff and pupils when it comes to blended learning and live sessions:

  • All pupils from Years 1 to 6 have been taught how to use Google Classroom and the rules around it. They are also posted at the top of the stream on GC. Pupils know that if they use GC to post inappropriate comments, they will be removed by the teacher, they will be muted so their messages cannot be seen by other pupils and the teacher will then contact parents/carers to discuss this and ensure it doesn’t happen again.
  • When responding to pupils on GC, teachers will be mindful (as they would normally when speaking to pupils in school) of their words and tone. If there is a difficult message to give a child regarding their learning or behaviour in GC, they will always endeavour to ring parents/carers rather than tackle the issue through GC.
  • If a parent/carer makes a comment on GC that is deemed to be a complaint or is inappropriate in any way, a teacher will always endeavour to phone the parent/carer rather than tackle in through GC. They will also seek the advice of a senior leader if they are not sure what course of action to take. The comment may also be removed from GC with the approval of a member of SLT.
  • When making a video recording of teaching a lesson, this will be filmed against an appropriate backdrop.
  • Live sessions should take place with a parent/carer in the room and sessions should not take place in children’s bedrooms. Expectations around live sessions are sent to parents/carers.
  • Teachers are able to mute all the pupils during a live session and can choose to unmute one or more children for questions, discussions etc.
  • Live sessions will not be recorded.
  • If a member of staff has any safeguarding concern whilst conversing with a pupil or parent on GC or by phone, they follow the normal safeguarding procedure.
  • Google Classroom is very safe and even when non-school devices are used to access it, personal data will not automatically be shared with the administrator.
  • Anything posted on Google Classroom can be deleted by the teacher. However, information that is deleted can be retrieved by the administrator if needed.
  • In order to ensure consistency and quality of learning being set across the school, SLT year group links will monitor the classrooms of their year group. Subject leaders may also access other people’s classrooms in order to monitor the quality of the learning being set for their subject by year groups across the school.

 

How we monitor children’s engagement in and parental support of blended learning:

  • Teachers in Years 2 to 6 monitor core learning (English, maths, GR, phonics/spelling) every other day on a spreadsheet and send reminders to parents/carers and pupils through the GC stream, email and via phone if pupils are not engaging.
  • Teachers in Nursery to Year 1 will monitor core learning daily (phonics, reading, maths) on a spreadsheet and send reminders to parents/carers and pupils through the GC stream, email and via phone if pupils are not engaging.
  • Weekly virtual credit cards/certificates are issued for those who are completing the vast majority of their learning – they will be also mentioned in the weekly newsletter, in praise assembly and will take part in a special treat upon their return to school.
  • If children are still not engaging in learning despite everything above and the teacher’s best efforts, they will first be referred to the SLT year group link, then the HT/DHT and then it may be considered as a safeguarding concern and referred to a CPO or SPA.
  • SLT will monitor each year group’s and the whole school’s engagement weekly.

 

How we will support families so that all pupils have access to appropriate devices and data for blended learning:

  • An audit was undertaken in September 2020 and is updated as and when by class teachers.
  • It tells us (for YN to Y6) what devices each child has, how many in the family, how many people share the devices and if they have data. Laptops are prioritised from Year 6 downwards and by PPG first.
  • We source laptops and data from the charity KidsConnected as and when we need them – we have provided 54 laptops to families to date.
  • We have sourced 64 laptops from the DfE which can be lent out in the event of a bubble closing.
  • In the rare event that we cannot provide a laptop or data for a child, we will provide paper packs of work.

 

What activities we are offering parents/carers in terms of mental health and wellbeing:

  • Contact by phone, email and through GC – a remote open door policy.
  • Weekly assemblies and newsletter from the HT/DHT.
  • Activities shared by staff especially the SENCO, PHSE leaders, AfC, the EP service linked to feelings about the current situation, about how to stay healthy mentally and physically, PHSE curriculum tasks. Examples already include: Coronavirus story written for children shared by the EP service, ‘My Covoid Time Capsule’ – an activity for all the family around recording their feelings during these times, and many more.
  • Once weekly, an age appropriate PHSE/social and emotional task/activity will be posted on all Google classrooms – it will be optional but strongly recommended by the class teachers.
  • At least fortnightly, whole school or year group assemblies and story times will be posted on all Google classrooms.
  • Activities and ideas for physical wellbeing shared through letters and on GC by teachers e.g. daily exercise, Joe Wicks, the Daily Mile at home, and much more.
  • Signposting parents/carers to links for services that can help with loneliness, bereavement, mental health, counselling – these links and services have been recommended by the CPO, other schools, the EP service, AfC etc.
  • Remote workshops run by our EP and the Schools Health Service will be provided to support parents/carers on relevant issues such as sleep, behaviour, routine, healthy eating.