Remote Learning Policy
- To outline our approach for pupils that will not be attending school, as a result of government guidance or the closure of a class bubble.
- To outline our expectations for staff that will not be attending school due to self-isolation, but that are otherwise fit and healthy and able to continue supporting with the teaching, marking and planning for pupils.
Who is the policy applicable to?
Every child is expected to attend school from 1 September 2020. In line with government guidance, pupils, staff and families should self-isolate if they display any of the following symptoms:
- a continuous, dry cough;
- a high temperature above 37.8℃;
- a loss of, or change to, their sense of smell or taste; or
- have had access to a test and this has returned a positive result for Covid-19
This policy is intended to outline expectations for class bubble or partial school closure, rather than individual cases. Individual pupils who are isolating due to health issues (based on government advice) will be supported on a case by case basis, primarily with the use of ‘paper packs’ which mirror the work being taught to the rest of the class in school.
Remote learning for pupils
We will provide links to appropriate remote learning for pupils that are not able to attend school so that no-one need fall behind. In the following points, an outline of the provision will be made and some guidance given on the role of pupils, teachers and parents.
The Headteacher and Governors at Sir Robert Hitcham CEVA Primary School are fully aware that these are exceptional times and would like to make it clear that the completion of work is not compulsory and that this document seeks to inform and guide families and not impose expectations. Each family is unique and because of this, should approach home learning in a way which suits their individual needs. We realise that the circumstances that cause our school to close will affect families in a number of ways. In our planning and expectations, we are aware of the need for flexibility from all sides:
- parents may be trying to work from home so access to technology as a family may be limited;
- parents may have two or more children trying to access technology and need to prioritise the needs of young people studying towards GCSE/A Level accreditation;
- teachers may be trying to manage their home situation and the learning of their own children; and
- systems may not always function as they should.
It is expected that the first day or two of a pupil’s remote education may look different to the standard approach while we take all necessary actions to prepare for a longer period of remote teaching. All pupils are provided with an interim paper pack, which contains English and Maths work suitable for the individual pupil’s ability and is designed to keep pupils engaged with their learning whilst longer term remote learning is put in place.
We teach the same curriculum remotely as we do in school.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day.
Up to 2/3 hours
Key Stage 1
3 hours (with slightly less for younger pupils)
Key Stage 2
Teachers will plan lessons that are relevant to the curriculum focus for that year group and endeavour to supply resources to support tasks for home learners. Work for the next day in English, Maths and other subjects will be posted on the class website page by 5.00pm with the exception of Monday morning’s work which must be on the class website page by 9.00am:
- daily Maths with links to White Rose resources and tuition videos;
- daily English with links to specific resources;
- an overview of learning with tasks and resources for all other subjects;
- any resources used, including websites and worksheets, should, where possible, be shared with home learners via Microsoft Online (a digital learning platform). Staff will add these resources to their class webpage electronically and it will be the responsibility of families to print/use these resources at home (or contact the school to ask for a ‘paper pack’);
- where work is set on Microsoft Online (a minimum of one piece of work a day), teachers are expected to work alongside the pupils at a given time, giving them instant feedback or detailed feedback at an alternative time to allow teachers to assess and support progress daily. This should be arranged via Class Dojo and should be the case even where just one pupil is off. In the absence of an online platform being available, a 10 minute phone call should be arranged. It is not expected that teachers try and negotiate a time, simply inform parents/carers of the time;
- teachers will respond promptly, within reason, to requests for support from families at home. This should be done via Class Dojo. Staff and parents should communicate via Class Dojo or the admin@ email account;
- should a staff member require support with the use of technology, it is their responsibility to seek this support in school; and
- teachers will ensure there is at least one video created each day of them teaching a new concept. It will be at the discretion of the individual teacher if they would prefer to hold live Zoom (or alternative) lessons each day, but this must first be discussed with the Headteacher and a pupil participant agreement, parent/carer agreement and a school’s responsibilities agreement in place.
Family (pupil/parent/guardian) Role
- Where possible, it is beneficial for young people to maintain a regular and familiar routine. Sir Robert Hitcham CEVA Primary School would recommend that each ‘school day’ maintains structure. A suggested timetable will be put on the relevant class web page as a guide.
- If a class bubble is isolated, the children will be sent home with their home reading book, in addition to their English and maths books – this is so that work that children complete at home can be kept safe, ideally in their exercise books, and can be brought back to school when safe to do so.
- Should anything be unclear in the work that is set, parents can communicate with class teachers via Class Dojo or by contacting the School Office. They should make clear which year group and subject the question relates to.
- We would encourage parents to support their children’s work, by viewing the work set together, and then making appropriate plans to complete the work. This can include finding an appropriate place to work and, to the best of their ability, supporting pupils with work encouraging them to work with good levels of concentration.
- Every effort will be made by staff to ensure that work is set promptly on appropriate platforms, but school cannot guarantee that the chosen platforms will work on all devices. Should accessing work be an issue, parents should contact school promptly and alternative solutions will be made available (e.g. paper copies of work). These will be discussed on case-to-case basis.
Remote teaching for staff who are self-isolating
Teaching staff are required to self-isolate if they show symptoms outlined at the start of this policy or they have been told to shield and/or have received a letter to confirm this. If a member of staff is required to self-isolate, they are expected to:
- follow normal reporting procedure for planned absence;
- following contact with school, the School Business Manager (SBM), may set up a referral to Occupational Health to support that individual.
- It is expected that staff get tested. Should a staff member be tested, it is expected, as per national guidance, to share the result of this test with school so that appropriate plans can be made.
- Whilst self-isolating, and if able to do so, non-teaching staff will be given an individual project to work on which is line with whole school improvement priorities or asked to support with the online learning provision for their year group. These projects will be communicated by the Headteacher and will be allocated on a case-by-case basis.
- If unwell themselves, teachers will be covered by another staff member for the sharing of activities. Communication and planning during this time will not be undertaken until the teacher is fit to work.
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:
- where we have availability, laptops and tablets will be lent to pupils in need. An agreement will be signed in advance to ensure pupils and parents/carers understand their responsibility when borrowing this technology. Parents/carers should contact the School Office for more information, however, we actively seek out pupils who need this technology;
- when pupils do not have internet connection, we will work together to find a solution. Parents/carers should contact the School Office in the first instance;
- teachers can prepare paper packs of the week’s learning if required. Parents/carers should inform the class teacher, giving sufficient time to allow for preparation, if they require a paper pack. These packs will be prepared by 10.00am the following morning and left in the foyer area for non-contact collection. Paper packs can be returned each week to allow teachers to assess and provide feedback on progress.
Additional support for pupils with particular needs
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/carers to support those pupils in the following ways:
- EHCP pupils are welcome to attend school daily;
- EHCP pupils will have daily contact if remaining at home with a teaching assistant, who will deliver intervention linked to their individual targets;
- pupils on the school’s SEND register will be provided with differentiated work and interventions will be delivered each week via Zoom if possible, or the telephone, by a teaching assistant; and
- younger pupils – Dove Class/Gipping Class – will benefit from all the detailed remote learning in place. Practical activities will be suggested via the website and Class Dojo to support learning through play. Videos will be used to support phonics.
Pupils who are self-isolating will access the same quality of education, feedback and assessment as outlined above regardless of if the whole class bubble is closed or if one individual pupil is out of school self-isolating.
Miss L Newark, Headteacher