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:

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)

Teachers to ensure provision for self- isolating child with 3 hours of activities per day from:

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

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.

Scenario 2: In the event of a confirmed case in school and a bubble/group needs to close for 14 days:

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:
Mathletics to support Maths number skills  for Y1-6 in addition to White Rose Maths

TT Rockstars Y2-6
Phonics Play for EYFS and KS1

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 

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:

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:
Mathletics to support Maths number skills in addition to White Rose Maths

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

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 

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
Teachers to check in with children/families individually to see how they are doing via phone calls home

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