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.
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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: |
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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)
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
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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.
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Scenario 2: In the event of a confirmed case in school and a bubble/group needs to close for 10 days: |
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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: 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
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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: |
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To ensure all families have access to a laptop for remote learning
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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: 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
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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
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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
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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
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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
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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 |