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Moving to Remote Learning


In the event we had to move to Remote Learning, we want parents to have all the information they need in one place. 

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.

It is also important to consider - in the first day or two of being educated remotely, provision might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching. Expectations for this are detailed below. 

If school moves to a Medium or Long Term stage of delivery, Chromebooks would be provided for every child in Key Stage Two. In Early Years and Key Stage One, provision would be made for those children without an older sibling or without a device. WiFi dongles would be provided for families without access to the internet - this would be based on need. 

Short-Term (Day One or Day Two)

Year group teams will put together ‘Key Skills Learning Packs’ for their year group each half term. 

These packs will include worksheets and activities which provide an opportunity for children to embed key skills which are ongoing e.g. Handwriting, Multiplication and Number Bond Facts, Spellings etc. These packs will be kept centrally so that they can be distributed easily. These will either be hand-delivered or posted.

In the event that packs cannot be delivered e.g. Snow Days etc. the above activities can be accessed online and will be updated by Class Teachers. 

Medium Term Provision - One to Two Weeks

Year group teams will put together a range of lessons and activities using Google Classroom for children to complete. There is an expectation that a Reading, Writing and Maths activity will be provided on a daily basis. Foundation Subjects will be covered once a week. 

Staff will use a range of pre-existing resources including White Rose Maths, BBC Bitesize, Newby YouTube Videos, Learn By Questions etc.

Learning will compliment the planned sequence of learning objectives but may not be identical in its content. Where lessons need to be adapted or cannot be taught remotely e.g. Measure in Maths, Art with specific materials etc. content will be adapted. Where it is not possible, content will be listed so it can be re-covered when children return to school. 

There is an expectation that year group teams will feedback to children on any work they have completed once a week as a minimum.

Long Term (Three Weeks or More)

As with Stage Two, year group teams will put together a range of lessons and activities using Google Classroom for children to complete. There is an expectation that a Reading, Writing and Maths activity will be provided on a daily basis. These sessions will be a mixture of 'live' sessions and pre-recorded content. 

A weekly Foundation Subject Project will also be set – this should amount to no more than a further two hours of work. These projects will be open ended and will encourage children to explore topics more broadly.

Staff will be expected to create bespoke learning sessions which are similar in content and style of delivery to our normal Teaching and Learning. Learning will complement the planned sequence of learning objectives. 

There is an expectation that year group teams will feedback to children on any work they have completed on one subject each day in UKS2 e.g. Reading feedback on Monday, Maths feedback on Tuesday etc. This is a minimum expectation – this could be done using Google Forms etc.

At Stage Four, the same will apply - however - we will also introduce a weekly 'social' session for small groups of children. This will support children's social development. 

Frequently Asked Questions

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:

Nursery and Reception

30 minutes of Maths

30 minutes of Story/ Songs

30 minutes of Phonics

Key Stage 1

1 Hour of Maths

30 minutes of Reading

30 minutes of Writing

1 - 2 Hours of Foundation Subject

Key Stage 2

1 Hour of Maths

45 minutes of Reading

1 Hour of Writing

1 - 2 Hours of Foundation Subject

Please note, in Nursery and Reception, much of the learning is play based. It is impossible to direct this remotely. Therefore we would expect parents to use your own judgement and to give as much 'play' time as possible throughout the day. 

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

We expect pupils to engage in learning every day. As a parent, the amount of support your child needs to do this will differ depending on their age and ability.

Where a child does not engage, school will make phone calls home to ascertain the difficulties. Additional support will be offered. 

We appreciate during any period of remote learning, parents may also be required to attend work either in person or remotely. Where this is the case, school will work with individual families to ensure children are being appropriately supported. 

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:

  • Feedback on work submitted on Google Classroom - including live marking and written comments.
  • Further input/targeted support work during the afternoon sessions.
  • Telephone calls home to inform you and your child of any specific difficulties. 
  • Platforms which mark automatically e.g. Learn by Question, Google Forms etc. 

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:

  • Making provision in school, where appropriate.
  • Sending home tailored work - including, if necessary, additional adult support where national guidance allows.
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