This information is intended to provide clarity and transparency to children 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 children are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to children at home
A child’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 children being sent home?
- Children will be sent home with a blended learning exercise book for them to record their work. This will be available to collect by a family member should the self isolation period begin whilst not at school
- Every week, English and Maths planning is shared on the ‘blended learning’ tab on the class pages of the website. A child should access this from the first day they are not able to attend school.
- In the event of a whole bubble or whole school closure, a daily timetable of learning will be provided via Class Dojo or Tapestry.
- Children’s learning should be immediately in line with the curriculum in school from the first day of working from home
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?
- We teach the same curriculum remotely as we do in school.
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 children broadly the following number of hours each day:
We provide a suggested timetable for the day when the whole bubble is isolating that closely replicates the timetable for the school day.
There are 2 hours of lessons for the core curriculum areas within the suggested daily timetable and a range of other daily suggestions and resources for independent learning activities.
Key Stage 1
The daily timetable suggested for:
- Year 1 children provides a minimum of 3 hours learning per day.
- Year 2 children provides up to 4 hours of learning per day.
Key Stage 2
The daily timetable suggested for KS2 provides 4-5 hours of learning per day.
Accessing remote education
How will my child access any online remote education you are providing?
- Online tools for Reception – Tapestry. All children in Reception have an active Tapestry account, accessed by at least one parent. Any parents without accounts can request access via the school office.
- Online tools for KS1 and KS2 - ClassDojo. The significant majority of parents already have Class Dojo accounts. Any parents without accounts can request access either from the class teacher or the school office. Children also have a Class Dojo login in order to view their timetable and upload work to their portfolio.
- We intend to phase in the use of Microsoft Teams for whole class catch-ups during the event of a whole bubble closure from January 2021.
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 children may not have suitable online access at home. We take the following approaches to support those children to access remote education:
- Families can request to borrow Chromebooks or laptops for children to take home from the school office in order to access learning remotely.
- School can offer sim cards with free data allowances in order to access the online provision.
- Families can request paper packs of work from their child’s class teacher.
How will my child be taught remotely?
We use a combination of the following approaches to teach children remotely:
We believe that regular contact with the class teacher helps to engage our children with their learning from home. There is at least one daily video from the class teacher sent each day. This takes the form of either a lesson or reading a story/part of a story.
Some examples of our remote teaching approaches:
- Video lesson recordings made by teachers for various curriculum areas
- White Rose Maths Hub for recorded maths lessons
- Oak National Academy lessons for various curriculum areas
- Letters and Sounds recorded daily phonics sessions
- Commercially available websites supporting the teaching of specific subjects or areas including but not exclusively: Times Table Rockstars, Numbots, Letter Join, Lexia, Big Cat Collins.
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?
- Support children to complete work.
- Support children to upload work to Class Dojo/Tapestry daily so that the teacher can give feedback
- Alert teachers if children are not able to complete the work.
- Make the school aware if their child is sick or otherwise can’t complete work.
- Seek help or advice from school if they need it.
- Respond to teacher feedback
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
- Teachers will monitor the work being submitted to Class Dojo/Tapestry on a daily basis.
- Where there is a concern about engagement with work, teachers will make individual contact with children and/or families using Class Dojo, Tapestry or telephone calls home on a weekly basis.
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:
- Daily feedback on work submitted on Class Dojo/Tapestry will be provided by the teacher or teaching assistant.
- At least 3 pieces of feedback will be given per child for Maths, English and another piece of work each day. (assuming this work has been submitted using Class Dojo/Tapestry.)
- Each day, whole class feedback will be given including celebrating children’s work.
Additional support for children 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 children, for example some children 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 children in the following ways:
Depending on a child's area of need:
- we will offer a school place to families where children with SEND are unable to access the learning and we feel would be better supported in school.
- teachers will provide individualised learning in terms of work or lesson videos.
- teaching assistants who usually work with specific children will make learning videos to sustain the relationships thet have created and support the children at their level.
- we will offer more regular contact and support to families of children with SEND.
Remote education for self-isolating children
Where individual children 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 children 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?
Each week, English and Maths planning is shared on the ‘blended learning’ tab on the class pages of the website. A child should access this from the first day they are not able to attend school. The teacher will then contact the parent using the individual messenger facility on Class Dojo/Tapestry to share links for the other subjects being taught that day.