Remote Learning
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 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: what is taught to pupils at home
A pupil’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 pupils being sent home?
In the event of individuals, classes or groups needing to isolate each class teacher will initially prepare a photocopied pack of work for their class. If possible this will be sent home with the pupils, and if not feasible, these packs will be available to pick up from the school reception. |
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.
We will adopt a school wide system through which we will deliver lessons and learning materials to families / pupils. We will use Google Classroom (Years 2-6), Loom, Tapestry and ClassDojo across the school to post videos, resources, organise Google Meets and respond to work.
In the case of a national or local lockdown, it is expected that each teacher will deliver/provide the following lessons/learning materials:
- Links to White Rose daily maths videos and provision of the accompanying worksheets. Where families do not have the facility to print worksheets, the answers can be written on separate sheets of paper.
- A daily english task - On a Monday each teacher will post a video of themselves introducing a text or English concept . Video lesson content for parents/children to watch will be followed by further daily tasks, introduced by videos where explanation is necessary, and appropriate worksheets/tasks to support.
- Two other pieces of work per day offering a broad and balanced curriculum. These will be kept in line with the planned school curriculum as much as possible, so that learning opportunities are not lost over a sustained period of time. These additional lessons may also be accompanied by instructional videos made by staff where knowledge is explained and tasks set.
- Mathletics, Readiwriter and TTRockstars can be used as additional tasks but will not be set as the main task on any given day.
- Where we have pupils with specific SEND needs within our classes, alternative provision may be made in some cases so that the work set is appropriate to their needs.
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 KS2 children to be working for up to 3/4 hours each day and KS1 pupils up to 2/3 hours each day.. Not all of this learning will be online, some work can be completed independently on paper away from a device. A full timetable will be provided by their class teacher. It is important that children take regular breaks throughout the day and these are built into our teaching timetable.
Accessing remote education
How will my child access any online remote education you are providing?
We use Google classroom – for which each child has a username and password, we will also use ClassDojo and Tapestry, which the parents already have access to. If you require your child’s username and login , please contact their class teacher. |
If my child does not have digital or online access at home, how will you support them to access remote education?
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.
We will adopt a school wide system through which we will deliver lessons and learning materials to families / pupils. We will use Google Classroom (Years 2-6), Loom, Tapestry and ClassDojo across the school to post videos, resources, organise Google Meets and respond to work.
In the case of a national or local lockdown, it is expected that each teacher will deliver/provide the following lessons/learning materials:
Links to White Rose daily maths videos and provision of the accompanying worksheets. Where families do not have the facility to print worksheets, the answers can be written on separate sheets of paper.
A daily english task - On a Monday each teacher will post a video of themselves introducing a text or English concept . Video lesson content for parents/children to watch will be followed by further daily tasks, introduced by videos where explanation is necessary, and appropriate worksheets/tasks to support.
Two other pieces of work per day offering a broad and balanced curriculum. These will be kept in line with the planned school curriculum as much as possible, so that learning opportunities are not lost over a sustained period of time. These additional lessons may also be accompanied by instructional videos made by staff where knowledge is explained and tasks set.
Mathletics, Readiwriter and TTRockstars can be used as additional tasks but will not be set as the main task on any given day.
Where we have pupils with specific SEND needs within our classes, alternative provision may be made in some cases so that the work set is appropriate to their needs.
We recognise that some children may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
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How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
live teaching for small groups to provide targeted learning (online lessons)
recorded teaching (e.g., video/audio recordings made by teachers and support staff and Oak National Academy lessons/White Rose Maths videos)
Assignments created in Google Classroom – use of forms, quizzes, PowerPoint
Resources provided by BBC Bitesize, Oak Academy, White Rose as well as resources directly created by class teachers
Additional web resources: TT Rockstars, Phonics Play, Kahoot
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?
Coltishall Primary School is committed to working in close partnership with families and recognises each family is unique and because of this remote learning will look different for different families in order to suit their individual needs. Where possible, it is beneficial for young people to maintain a regular and familiar routine. We recommend that each ‘school day’ maintains structure and provides a clear timetable for children working from home remotely. We would encourage parents to support their children’s work, including finding an appropriate place to work and, to the best of their ability, support pupils with work by encouraging them to work with good levels of concentration. The way remote learning has been designed, parents should only need to be there to supervise and not provide any teaching. All videos created by staff will explicitly talk the children through their learning. Parents may need to encourage children to re-watch and pause videos to support them to complete their learning. Every effort will be made by staff to ensure that work is uploaded promptly each day. Hand in times for core learning is flexible to allow children to complete at a different time, if needed. It is important that learning is sent back, so that feedback can be provided and planning for future online provision is appropriate. Within Google Classroom, learning can often be completed directly within the assignment and handed in. Alternative methods, when working on paper or practically is by taking a photo and uploading to Tapestry, Classdojo or by emailing the class teacher directly. Should accessing work be an issue, parents should contact school promptly and alternative solutions may be available. These will be discussed on a case-by-case basis. Parents should contact the school if their child is ill or otherwise can’t complete work. If a child has become behind with the learning that has been provided, it is important they talk to their class teacher as soon as possible so help can be provided with setting priorities. We do not want a child to become distressed if they haven’t been able to access learning due to factors outside of their control.
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How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Staff will monitor children’s learning daily by:
If there is a concern around the level of engagement of a child’s, parents will be contacted via phone or an email to assess whether school intervention can assist engagement.
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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:
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:
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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 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:
Teachers will continue to set work appropriate for the child and meet their individual needs as appropriate to meet their needs as per their One page profile.
Differentiated learning activities will be sent to individual or groups of children where they need a different amount of support to access the learning.
Where possible, specific interventions may still be carried out remotely through the use of small live sessions or digital platforms.
The school’s SENCO: Mrs Jan Cuss, will provide support for teachers and families where accessing remote learning may cause difficulties.
All children with an EHCP will be offered a place at school, where a national closure of schools is in place.
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?
Children who are self-isolating will be provided tasks through email, Classdojo or a paper pack. At times it may be necessary with guidance from the class teacher, that another member of staff will set work at an appropriate level to meet their needs and broadly in line with the curriculum being taught in school to the rest of their class.
Feedback and support during the day will not be as frequent as when whole classes are isolating. However, emails and platforms are monitored before 9am and between 3.30pm and 4.00pm to provide any feedback and support.