Home Learning

 

                    

 

Remote Education

January 2021

 

Remote education provision: information for parents

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education at Clifford Primary School where national or local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The remote curriculum Intent

• Our aim is for children to be able to continue their learning remotely at home, following the same curriculum as we do in school wherever possible and appropriate.
• Our intention is to support the children and parents remotely and ensure there is open communication between school and home

The remote curriculum Implementation

What should my child expect from remote education in the first day or two of pupils being sent home?

Children in our reception class all have access to their own Tapestry account, which is where we will share work and communication.

Children in years one to six all have access to their own Seesaw account, which is where we will share work and communication.

Timetables for the week will be posted on Tapestry/Seesaw for the week

Children can complete the work directly on seesaw, print off the relevant sheets or use workbooks to record their answers. If the work is posted directly on seesaw, it will go straight to the teacher to mark. If work is printed or workbooks are used, photo evidence will need to be sent through Tapestry /seesaw.

There will be lots of opportunity for practical work. Photo or video evidence can be posted on seesaw or Tapestry for the teacher to view.

Each day the class teacher will respond to the work sent through via Tapestry or seesaw (photos, videos or the work completed straight on to seesaw).

 

What will my child be taught?

• We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, we use more online platforms to support the learning, like ‘Oak Academy.’
• Maths, English, topic and PE will be sent daily. We have sent PE daily, as we want to ensure our pupils stay fit and healthy. ‘Healthy body, healthy mind.’
• We will be using PhonicsPlay, White Rose Maths, Talk for Writing and Oak Academy to support pupils. These platforms have videos to support pupils with their learning.
• A lot of the work that will be sent home will be practical, challenging and fun. We do not expect children to be sat at a computer or desk all day long.
• Daily reading is very important and pupils can access reading books online from Oxford Reading Tree or read books form home. 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 pupils the following number of hours each day. Please ensure that you take appropriate breaks:

Early Years	There is no minimum expectations set by the government but we will set 3       hours
Key Stage 1	3 hours
Key Stage 2	4 hours

Accessing remote education

How will my child access any online remote education you are providing?

Pupils have been sent codes to access Tapestry.

Pupils in Years 1 to 6 have been sent bar codes, which they scan to access seesaw.

Other platforms that we use: White Rose Math’s, phonicsplay, Oak Academy, Oxford Reading Tree, BBBC Bitesize, can be accessed via links that the teacher sends through Tapestry or Seesaw

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 pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

We have leant a number of iPad already and we are converting our laptops so that they can be used at home.

If you are struggling with digital or online access, please contact the school.

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

• Daily morning catch up via Zoom, where teachers will set expectations for the day, reward work from the day before and answer any questions
• Daily story time at the end of the school day. KS2 via Zoom, KS1 via Seesaw and Early Years on Tapestry.
• Early Years phonics lesson on Zoom with the class teacher, after their morning catch up meeting
• KS2 Zoom catch up interventions at 11am, for children who need further support
• Recorded teaching videos through: Oak Academy, White Rose Math’s, Talk for writing and Phonics play
• Music lessons through, ‘Charangha.’
• PE lessons teachers use, ‘Math’s of the Day’ and Lessons provided by PACES which are sent through Tapestry/Seesaw. Weekly yoga sessions run by Malcolm via Zoom
• There is an expectation that pupils should read daily at home, either accessing books that they have at home or through Oxford Reading Tree (access codes have been sent home, ask the class teacher if you do not have one). Please record your reading in your reading books, as usual. Please note that it is expected that the children of key workers, who are in school are still expected to read daily at home.
• Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences

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?

It is expected that children should work through the activities on Seesaw /Tapestry, to the best of their ability. When using their workbooks, it is expected that pupil’s present their work neatly.

A timetable is provided for guideline only. The best way to tackle the work is to complete the activities on the right days during school hours. However there may be times that the pupil cannot complete all activities when it has been advised to, if this is the case, we ask that the parent or carer communicates with the class teacher, for support.

Parents and carers support will make a real difference to the home learning.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

Class teachers will mark the work daily and send comments to the child through Tapestry /Seesaw.

Teacher’s use the child’s work to plan for the next steps in learning.

The Headteacher will monitor the work across the whole school on a regular basis.

If there is little or no engagement from a child, we will contact home to find out how we can help to support remote learning.

How will you assess my child’s work and progress?

Feedback can take many forms and may not always be extensive written comments for individual children.

We will assess children’s work through quizzes, written feedback, smiley faces and whole class verbal feedback at our morning Zoom meetings. Pupils will have feedback on all learning and we encourage our older pupils to assess themselves through self-marking and sending comments to the teacher through seesaw.

Additional support for pupils 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 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:

Our SENDCO, Mrs Langford is working with all teaching staff to ensure that the learning meets your children’s needs. Individual children will have worked tailored for them that will be sent through Tapestry/Seesaw.

Mrs Langford will phone parents whose children are on the SEND Register regularly to ensure to support parents.

Remote education for self-isolating pupils

Where individual pupils 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 pupils 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?

There will be no difference. The children will be sent home the work in the same way through Tapestry or Seesaw.