Chew Magna Primary School

Chew Magna Primary School

Chew Magna Primary School

Developing and inspiring our children

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Remote Learning

We have a contingency plan in place throughout the Coronavirus pandemic to provide remote learning to pupils. This is reviewed regularly in light of current government guidelines.

For the full document click here

Scenario 1: In the event of a suspected case in school in which child is sent home and required to self- isolate for 10 days /until test results are confirmed negative  OR if a child has to self-isolate because a member of their household has had a positive test:

Teachers of self –isolating pupil to provide remote learning which sequences learning to build skills incrementally, provide clear explanations for new content whilst continuing to teach rest of class in school

(If the child is well enough to engage with remote learning)


Teachers to ensure provision for self- isolating child with 3 hours` worth of activities per day for KS1 children/4 hours` worth of activities per day for KS1 children from:

 

Oak National Academy online video lessons to support learning

BBC BiteSize resources to support learning across the curriculum

Mathletics to support Maths number skills for Y1-6 in addition to

Daily White Rose Maths lesson

TT Rockstars Y2-6

Phonics Play for EYFS and KS1

Oxford Owls to support reading

Education City learning resources to support Literacy and Maths

Twinkl resources to support learning across the curriculum

SCARF for PSHE/wellbeing

Go Noodle/SuperMovers/Cosmic Yoga

 

 

 

EYFS: If either a bubble or local lockdown happens before Christmas, expectations of provision for EYFS pupils would focus on Communication and Language, Social and Emotional Development and Moving and Handling. Teachers would meet with pupils using zoom to engage with them and support play based learning. This could take the form of individual zoom meetings or group zoom. Phonics and Maths would be offered daily.

 

Scenario 2: In the event of a confirmed case in school and a bubble/group needs to close for 10 days:

Teachers of classes self-isolating to provide remote learning which sequences learning to build skills incrementally, provide clear explanations for new content

School to provide an exercise book in which to record home learning including a list of log in details for online learning platforms. We will also provide a whiteboard and pen for pupils.

 

Provide paper packs for those who don`t have printers at home to include:

Maths/grammar/spelling/reading comprehension, story starters

 

KS1 class teachers to plan 3 hours` worth of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils:

White Rose Maths lesson

English activity (phonics/reading comprehension/writing/SPAG)

Wider curriculum task ensuring breadth of coverage cross the week

 

KS2 class teachers to provide 4 hours` worth of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils:

White Rose Maths lesson

English activity (phonics/reading comprehension/writing/SPAG)

Wider curriculum task ensuring breadth of coverage cross the week

Plus extension activities/ reading/ exercise/ creative challenges/ growth mindset activities

 

Use of Class Dojo as vehicle for delivery and for pupils to upload and share work and for teachers to provide constructive feedback

 

Resources to support remote learning:
Mathletics to support Maths number skills  for Y1-6 in addition to WRM

TT Rockstars Y2-6

Phonics Play for EYFS and KS1 /Y3 where appropriate

Oxford owls

Education City learning resources to support Literacy

BBC BiteSize resources to support learning across the curriculum

Twinkl resources to support learning across the curriculum

SCARF for PSHE/wellbeing

Use of Oak National Academy online video lessons to support learning where it fits in with teaching sequences

SNIP resources for dyslexic pupils/other supplementary resources to meet additional need

Literacy Tree

Pobble 365

Go Noodle/SuperMovers/Cosmic Yoga

 

Teachers and TAs filmed stories to be shared with KS1 classes

 

The Head will monitor engagement of pupils learning.

Teachers to ask children to send in and share learning

Teachers to use questioning to  adjust pace/difficulty depending on feedback

Pupils expected to regularly submit/share work with teachers, respond to questions so teachers can assess levels of understanding

Teachers to adjust activities where needed

Teachers to engage with parents/families 

 

Parents expected to provide feedback on how their child is engaging with home learning/any issues they need support with

Teachers check in with children/families via Zoom meetings, Class Dojo and phone calls. If they are concerned about the engagement in learning of a certain pupil, teachers will discuss with parents any extra support that may be needed.

School expectations of families during this period

To set a clear routine for home learning with their child

To engage with the remote learning and support their child with this

To feedback to staff how their child is engaging with home learning/any issues they need support with

To follow the zoom agreement terms for live online sessions

To read the communications that come out from school and ensure they are aware of the current situation

Scenario 3: In the event of a local outbreak/national lockdown and whole school closes:

To ensure all families have access to a laptop for remote learning

 

School to loan a netbook/laptop any families who limited access to technology for the duration of the closure/lockdown. Provide an agreement for use.

Teachers to

sequence learning to build skills incrementally

provide clear explanations for new content

School to provide an exercise book in which to record home learning including a list of log in details for online learning platforms. We will also provide a whiteboard and pen for pupils.

 

Provide paper packs for those who don`t have printers at home to include: Maths/grammar/spelling/reading comprehension, story starters

 

KS1 class teachers to plan 3 hours` worth of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils:

White Rose Maths lesson

English activity (phonics/reading comprehension/writing/SPAG)

Wider curriculum task ensuring breadth of coverage cross the week

 

KS2 class teachers to provide 4 hours` worth of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils:

White Rose Maths lesson

English activity (phonics/reading comprehension/writing/SPAG)

Wider curriculum task ensuring breadth of coverage cross the week

Plus extension activities/ reading/ exercise/ creative challenges/ growth mindset activities

 

Use of Class Dojo as vehicle for delivery and for pupils to upload and share work and for teachers to provide constructive feedback

 

Resources to support  remote learning:
Mathletics to support Maths number skills in addition to WRM

TT Rockstars Y2-6

Oxford owls

Phonics Play for EYFS and KS1/Y3 where appropriate

Read, Write Inc resources

Education City learning resources to support Literacy

BBC BiteSize resources to support learning across the curriculum

Twinkl resources to support learning across the curriculum

SCARF for PSHE/wellbeing

SNIP resources and Phonics Play for dyslexic pupils/other supplementary resources to support additional needs

Go Noodle/SuperMovers/Cosmic Yoga/Joe Wicks

Literacy Tree

Pobble 365 for Literacy

 

 KS1 staff recording themselves reading stories to be shared with classes

 

The Head will monitor engagement of pupils learning and support teachers/liaise with families where needed.

Use of pre-recorded teaching sequences to support learning

Teachers to use externally produced pre -recorded sequences by expert teachers to support learning:

 

Use of Oak National Academy online video lessons to support learning where it fits in with teaching sequences

Literacy Tree pre-recorded video learning sequences

 

Use of live sessions to support learning

Program of live zoom sessions planned in each class depending on numbers of critical worker children in school/staffing ratios/teaching commitments

·         Sessions between 15-40 minutes depending on the age of the pupils involved

·         Size of the group depends on subject being covered/age of pupils

·         All children at home to have at least 2 live sessions per week

 

Teachers to facilitate time for the children to interact with each other

If closed for longer than two weeks:

Zoom Show and Tell opportunities for KS1

Opportunities for children to plan and deliver mini presentations to the class via online platform

Catch Up sessions with year groups

Intervention groups

 

Teachers to ask children to send in and share learning

Teachers to use questioning to  adjust pace/difficulty depending on feedback

Pupils expected to submit/share work with teachers, respond to questions so teachers can assess levels of understanding

Adjust activities where needed in response to work

Teachers to engage with parents/ families 

 

Parents encouraged to provide feedback on how their child is engaging with home learning/any issues they need support with

Zoom check in with the class 1x week
Teachers check in with children/families via Zoom meetings, Class Dojo and phone calls. If they are concerned about the engagement in learning of a certain pupil, teachers will discuss with parents any extra support that may be needed.

 

School expectations of families during this period

To set a clear routine for home learning with their child

To engage with the remote learning and support their child with this

To feedback to staff how their child is engaging with home learning/any issues they need support with

To follow the zoom agreement terms for live online sessions

To read the communications that come out from school and ensure they are aware of the current situation