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 to remain at home.
For details of what to expect where individual children require a remote education for circumstances when in-person attendance is not possible, please see the final section of this page.
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?
In key stage 1 and key stage 2 (years 1-6), teachers will set work that the children can access on Mathletics, Times Table Rockstars (TTRS), from previous homework and spellings, through Spelling Shed.
In early years, this will include watching Numberblocks and Alphablocks, counting and sorting activities, singing nursery rhymes and listening to stories.
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 wherever possible and appropriate. However, we have needed to make some adaptations in some subjects.
For example, in RWI we may change the Get Writing activity for other reading and writing activities. In art we may change the task to ensure that children will have access to resources at home e.g. clay modelling altered to junk modelling – this may apply to other subjects where the resources required are not easily accessible for the majority at home.
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 key stage 1 children broadly three hours each day and key stage 2 children broadly four hours each day.
How will my child access any online remote education you are providing?
Children will receive their education through a mixture of videos, live sessions and independent activities set by their teacher and supported where necessary by a parent/ carer. The work will be posted through the ‘Home Learning’ globe on Weduc. Teachers will invite children to class meetings which will take place using Microsoft Teams.
Children will be able to submit their work through the ‘Home Learning’ globe on Weduc. Parents will also be able to communicate with the teaching staff using the message on Weduc.
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:
How will my child be taught remotely?
We use a combination of the following approaches to teach children remotely:
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Teaching staff will monitor engagement through the work submitted on Weduc through the ‘Home Learning’ globe. Parents will be informed of any concerns via phone calls.
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. Our approach to feeding back on children’s work is as follows:
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:
Where individual children cannot attend school due to circumstances where in-person attendance is not possible, but they are able to learn, 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 simultaneously.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
Work will be set which reflects the current learning taking place in the class. However, live class meetings and teacher recorded videos will not be available.
You can also find a visual and flow chart below.
