January 2021 Info for parents

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 if local restrictions require entire cohorts (or bubbles) to remain at home or in the event of a local/national lockdown.

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?

At Horton Grange pupils and parents can expect work to be set on Google Classroom for children in Years 1 - 6 and Tapestry for children in Early Years. Details to access all platforms should be found in your child’s home reading record (KS1) or homework planner (KS2). Staff will communicate with parents to establish the access children have to home learning in order for them to access work as soon as possible.

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?

 The curriculum delivered through remote learning will be as close to the curriculum taught in school as possible. However we may need to make some adaptations for some subjects which are of a more practical nature where equipment at home may be limited/ more difficult e.g. art techniques, science experiments, DT and PE.

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 broadly the following number of hours each day:

 

Primary school-aged pupils

The remote education provided should be equivalent in length to the core teaching pupils would receive in school and may include both recorded or live direct teaching time, and time for pupils to complete tasks and assignments independently.

 

The amount of remote education provided should be, as a minimum:

• Key Stage 1: 3 hours a day on average across the cohort, with less for younger children

• Key Stage 2: 4 hours a day

 

 

Accessing remote education

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

 

Nursery & 2YO

Communicate via Tapestry – weekly tasks.

10 things to do this week

Focus on prime areas

Rec

Communicate via Tapestry – 4 tasks daily

Phonics / RWI

Literacy  activity

Maths activity

1 other activity linked to other areas of learning

Year 1 and 2

Google classroom

Phonic Lesson / RWI

English Lesson

Maths task

Numbots / TT rockstars

Foundation curriculum lesson per day to ensure key knowledge is covered

Sharing of knowledge organiser for curriculum subjects

Weekly online reading record

Year 3 - 6

Google classroom

Google classroom English

Google classroom Maths

2 x wider curriculum daily

Sharing of knowledge organisers for curriculum subjects

Reading plus / Lexia up to 40 mins per day

TTRS at least 30 mins per day

Spelling shed 30 mins per day

My maths weekly tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Tapestry and Google Classroom can be accessed via a mobile phone, tablet, laptop/chromebook or a desktop computer. To fully engage with Google Classroom, a laptop/chromebook or a desktop computer is recommended.

School has the ability to support families with access arrangements to these programs. See below for further details.

 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:

  • Communicate with all parents to audit their access to remote learning
  • From this, chromebooks are allocated on a priority basis such as:

Priority 1 - Pupil Premium/those on SEND register children/families with no access to any device

Priority 2 - Pupil Premium/those on SEND register children/families with inadequate/shared device

Priority 3 - Non Pupil Premium/those on SEND register children/families with no access to any device

Priority 4 - Non Pupil Premium/those on SEND register children/families with inadequate/shared device

  • Once chromebooks are allocated parents/carers must take responsibility for the equipment by signing it out of school and completing a user agreement in line with school policy.
  • We can supply unlimited data for 3 months to complete remote learning via a number of SIM cards which can be used in chromebooks, laptops, tablets and mobile phones. In addition to this, we can also apply for free data top ups on commonly used mobile networks should parents request this.
  • Every effort will be made to enable and encourage children/families to access remote learning. However in exceptional circumstances and depending on the individual needs of the child, a paper pack may be provided.
  • Paper packs are not a preferred method of remote learning used within school however these may be available to individuals based on personal circumstances and specific needs through discussion with school staff. If paper packs are deemed to be needed then all printing materials will be provided by school. Staff will liaise with these families to arrange an appropriate time to discuss work and return packs for marking and feedback.
  • Children on the SEND register will receive a bespoke target book linked to personal targets identified in their pupil passports/support plans which mirror those in school. There will also be a resource pack made up of equipment which the children would use in school to help them access the work. Work on-line will be differentiated by the class teacher. For more details, see section - Additional support for pupils with particular needs
  • Teaching staff will also conduct weekly phone calls with all children/families in their class to support children with their learning and wellbeing
  • An email has been set up to support parents with any technical issues This email address is being protected from spambots. You need JavaScript enabled to view it.

 

How will my child be taught remotely?

 

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

  • Recorded teaching e.g. RWI lessons, Oak Academy, White Rose maths, video/audio recordings made by teachers
  • In order for pupils to concentrate when being taught remotely, subjects content will be divided into smaller chunks. Short presentations or modelling of new content can be followed by exercises or retrieval practice.
  • Practices linked to effective teaching e.g. keeping things simple, each lesson fits within a sequence, opportunities for children to recap previous learning, clear instructions, high expectations
  • Links to websites that support the teaching of specific subjects or areas
  • Project work/research activities through hyperlinks
  • Links to materials that support the delivery of specific subjects from LA or partnerships the school has e.g. music partnership/PE partnership
  • The practise of key essential skills such as reading, spelling, times tables and the recall of number facts can be accessed through purchased platforms children use in school regularly, such as mymaths, Reading Plus/Lexia, TT Rockstars/Numbots and Spelling Shed.
  • Printed paper packs produced by teachers linked to essential skills

All of these will be accessible through individual login details via Tapestry and google classroom.

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?

  

What can children and families expect from school?

EYFS

Years 1 & 2

Years 3, 4, 5 & 6

 

Tapestry

●       Work will be set on Tapestry daily/ weekly by 9am

●       Staff will comment on any observations uploaded by parents

●       Staff can regularly communicate with children and families via the outlined learning journal.

●       All work will be set out as outlined above

●       Staff to be available during the workings school day to provide support for children and families.

●       Staff will check in with children and families on a weekly basis.

 For support with any technical issues contact This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Google classroom

●       Work will be set on google classroom daily by 9am

●       Staff will provide feedback for all work turned in during the school day

●       All work will be set out as outlined above

●       Staff to be available during the workings school day to provide support for children and families.

●       Staff will check in with children and families on a weekly basis.

 For support with any technical issues contact This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Google classroom

●       Work will be set on google classroom daily by 9am

●       Staff will provide feedback for all work turned in during working the school day

●       All work will be set out as outlined above

●       Staff to be available during the workings school day to provide support for children and families.

●       Staff will check in with children and families on a weekly basis.

 For support with any technical issues contact This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

What can school expect from children and families?

EYFS

Years 1 & 2

Years 3, 4, 5 & 6

Tapestry

●       Accessed daily by families

●       Attempt all work

●       Parents should upload observations to their child learning journal linked to home learning.

●       Check feedback and respond appropriately

Google Classroom

●       Accessed daily by children with support of parents/carers

●       Watch videos and use support materials carefully to complete work independently

●       Attempt all work and subjects set

●       When work has been completed ‘turn it in’

●       Check feedback and respond appropriately

Other platforms (set via google classroom)

●       Numbots/TT Rockstats (aim for 15 minutes a day)

●       Spelling Shed (aim for 3 games a day or 15 minutes)

●       Mymaths (tasks set daily/weekly)

Google Classroom

●       Accessed daily by children (younger children with the support of parents/carers/older siblings)

●       Watch videos and use support materials to complete work independently

●       Attempt all work and subjects set

●       When work has been completed ‘turn it in’

●       Check feedback and respond appropriately

Other platforms (daily)

●       Reading Plus/Lexia (aim for 40 minutes a day)

●       TT Rockstars (aim for 30 minutes a day)

●       Spelling Shed (aim for 5 games a day or 30 minutes)

●       Mymaths (tasks set daily/weekly)             

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

 Year group registers keep track of those children who are engaging at home

  • Staff will use the registers to communicate with children and families
  • During weekly check in calls staff will discuss the engagement of children and work turned in. If there are concerns about a lack of engagement, further support can be offered or a place in school considered linked to government guidance.
  • Text messages may also be sent to parents to communicate, send reminders and give an update on their child’s engagement

Considerations

  • We recognise that families are very different and are balancing a range of priorities including home learning. Children may find it difficult to concentrate and work may take longer to complete initially due to working in a different way. We understand that work may be submitted at different times, but all work will be marked and feedback given.

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

Feedback and assessment are still as important as in the classroom however it may take longer to deliver individual feedback to pupils working remotely.  

Feedback can take many forms and may not always mean extensive written comments for individual children. For example feedback can be given through:

  • Tapestry and Google Classroom forums - individual feedback will be given for each piece of work submitted, group or class feedback where necessary. Any errors are highlighted and addressed, next steps given where needed.
  • 1 to 1 interaction e.g. phone calls
  • Quizzes marked automatically via digital platforms
  • Adaptive learning software and platforms e.g. Reading Plus, Lexia, mymaths, TTRockstars/Numbots.
  • Interactive online teaching platform subscription websites e.g. mymaths, spelling shed.

Assessment is built into both the adaptive and interactive platforms, the online Teacher Dashboard helps teachers see all work and assessment activity completed by pupils, allowing progress to be tracked. As a parent or family member, you can check your child's progress by logging in to your child's account. Log in to your child's accounts to access his or her Dashboard.

Written assignments and retrieval practice activities enable teachers to make professional judgments about pupil progress. Just as in school, the structure of lessons will allow for children to revisit previous learning through the use of ‘Can you still?’ introductory tasks, enable teachers to drip feed new content and practice basic skills.

Peer interactions are encouraged to motivate and facilitate progress through video-linking functions and inter class competitions e.g. battles on TT Rockstars.

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 require more adult support at home to access remote education. We acknowledge the increased difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

  • Ensure work is accessible through appropriate differentiation. SENDCo to support class teachers where necessary.
  • Supporting materials will be provided and sent out to those who need it e.g. numicon, pencil grips etc.
  • Copies of recent pupil passports and the learning outcome sections of support plans will be shared with parents/carers and sent home.
  • Target books and paper packs are provided where children struggle to engage with on-line learning or where there is a specific need. This is to ensure work being given matches individual targets and facilitates progress linked to pupil passports and support plans
  • Additional support and communication will be offered from the SENDCo/Family Liaison Officer in addition to weekly phone calls that teachers make
  • Children on the SEND register may be supported through the allocation of devices such as chromebooks based on priority order
  • TAF meetings, SEND support meetings and EHCP reviews will continue as normal but will take place virtually
  • Individual risk assessments are written which detail EHCP learning outcomes and how they can be worked towards at home

 

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?

 

School will set work as soon as it has been confirmed that a child/family are self isolating.

 

This will be the usual platforms Tapestry in EYFS and Google Classroom for Year 1- 6. Work will be marked and feedback given in the usual way however this may take longer than usual while teachers balance this with teaching children in school.

 

The work set will match, as closely as possible to the learning delivered in school so children self isolating are not disadvantaged in any way. Printed materials and workbooks may also be used to supplement the curriculum.

 

School will liaise with families linked to personal circumstances and illness linked to Isolation.

 

 

 

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