Remote Learning
We have a contingency plan in place through the Coronavirus pandemic to provide remote learning to pupils.
Scenario 1: In the event of a suspected case in school in which child is sent home and required to self- isolate for 14 days /until test results are confirmed negative OR if a child has to self-isolate because a member of their household has had a positive test: |
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Teachers of self –isolating pupil to provide remote learning which sequences learning to build skills incrementally, provide clear explanations for new content whilst continuing to teach rest of class in school |
(If the child is well enough to engage with remote learning)
Oak National Academy online video lessons to support learning Bitesize resources to support learning across the curriculum Mathletics to support Maths number skills for Y1-6 in addition to Daily White Rose Maths lesson TT Rockstars Y2-6 Phonics Play for EYFS and KS1 Oxford Owls to support reading Education City learning resources to support Literacy and Maths SCARF for PSHE/wellbeing Go Noodle/SuperMovers/Cosmic Yoga
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EYFS: If either a bubble or local lockdown happens before Christmas, expectations of provision for EYFS pupils would focus on Communication and Language, Social and Emotional Development and Moving and Handling. Teachers would meet with pupils using zoom to engage with them and support play based learning. This could take the form of individual zoom meetings or group zoom. Phonics and Maths would be offered daily. |
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Scenario 2: In the event of a confirmed case in school and a bubble/group needs to close for 14 days: |
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Teachers of classes self-isolating to provide remote learning which sequences learning to build skills incrementally, provide clear explanations for new content |
School to provide an exercise book in which to record home learning including a list of log in details for online learning platforms
Class teachers within self- isolating bubbles to plan 3 hours of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils: White Rose Maths lesson English activity (phonics/reading comprehension/writing/SPAG) Wider curriculum task ensuring breadth of coverage cross the week
Use of Class Dojo as vehicle for delivery and for pupils to upload and share work and for teachers to provide constructive feedback
Resources to support remote learning: TT Rockstars Y2-6 Oxford owls Education City Espresso learning resources to support Literacy BiteSize resources to support learning across the curriculum SCARF for PSHE/wellbeing Use of Oak National Academy online video lessons to support learning where it fits in with teaching sequences SNIP resources for dyslexic pupils/other supplementary resources to meet additional needs Go Noodle/SuperMovers/Cosmic Yoga
Teachers and TAs bank of filmed stories to be shared with classes
The Head will monitor engagement of pupils learning. |
Teachers to ask children to send in and share learning Teachers to use questioning to adjust pace/difficulty depending on feedback |
Pupils expected to regularly submit/share work with teachers, respond to questions so teachers can assess levels of understanding Teachers to adjust activities where needed |
Teachers to engage with parents/families
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Parents expected to provide feedback on how their child is engaging with home learning/any issues they need support with Teachers to check in with children/families individually to see how they are doing via phone calls home / 4 per day across period of bubble closure |
School expectations of families during this period |
To set a clear routine for home learning with their child To engage with the remote learning and support their child with this To feedback to staff how their child is engaging with home learning/any issues they need support with To read the communications that come out from school and ensure they are aware of the current situation |
Scenario 3: In the event of a local outbreak and whole school closes: |
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Teachers to sequence learning to build skills incrementally provide clear explanations for new content |
School to provide an exercise book in which to record home learning including a list of log in details for online learning platforms
Class teachers across the school to plan 3 hours worth of activities per day to meet the needs of the pupils in their class including SEND/disadvantaged pupils: White Rose Maths lesson English activity (phonics/reading comprehension/writing/SPAG) Wider curriculum task ensuring breadth of coverage cross the week
Use of Class Dojo as vehicle for delivery and for pupils to upload and share work and for teachers to provide constructive feedback
Resources to support remote learning: TT Rockstars Y2-6 Oxford owls Phonics Play for EYFS and KS1 Education City Espresso learning resources to support Literacy BiteSize resources to support learning across the curriculum SCARF for PSHE/wellbeing Use of Oak National Academy online video lessons to support learning where it fits in with teaching sequences SNIP resources and Phonics Play for dyslexic pupils/other supplementary resources to support additional needs Go Noodle/SuperMovers/Cosmic Yoga
Teachers and TAs bank of filmed stories to be shared with classes
The Head will monitor engagement of pupils learning and support teachers/liaise with families where needed. |
Teachers to facilitate time for the children to interact with each other |
If closed for longer than two weeks: Zoom Show and Tell opportunities for each class Children to plan and deliver mini presentations to the class via online platform
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Teachers to ask children to send in and share learning Teachers to use questioning to adjust pace/difficulty depending on feedback |
Pupils expected to submit/share work with teachers, respond to questions so teachers can assess levels of understanding Adjust activities where needed in response to work |
Teachers to engage with parents/ families
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Parents encouraged to provide feedback on how their child is engaging with home learning/any issues they need support with Zoom check in with the class 1x week |
School expectations of families during this period |
To set a clear routine for home learning with their child To engage with the remote learning and support their child with this To feedback to staff how their child is engaging with home learning/any issues they need support with To read the communications that come out from school and ensure they are aware of the current situation |