Schools Remote education provision document is shown below, or can viewed in it's original form (PDF).
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire classes (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: what is taught to pupils at home
A pupil’s first day or two of being educated remotely will be very similar to what is being taught in class and this will continue throughout their time at home.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
If your child is in school when the Bubble is closed, they will access all their learning online.
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?
During a Government directed lockdown, when only Vulnerable pupils and children of Critical Workers are allowed in school, we will teach the same curriculum remotely as we do in school.
If your child has to isolate and school is in session, then there will be some differences, but the Class Teacher will post resources, PowerPoints and worksheets onto Tapestry or Google Classrooms.
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, in line with government guideline, that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
3 hours on Class Dojo and Tapestry
Key Stage 1 (Years 1 and 2)
3 hours on Google Classrooms
Key Stage 2 (Years 3, 4, 5, and 6)
4 hours on Google Classrooms
Please be aware that this is a guideline; some children will work faster at different subjects and on different days. Also, be conscious of your own timetable when working from home as this may also impact on specific days.
Accessing remote education
How will my child access any online remote education you are providing?
If my child does not have digital or online access at home, how will you support them to access remote education?
Please contact Mrs. Wygladala by telephone 01253 393302 or via Class Dojo to discuss any support you may need. We have a small number of laptops which can be loaned to families who are experiencing difficulties accessing online resources.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
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?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
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:
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:
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?