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Remote Learning Plan

Birchington CEP School

Remote Learning Plan

In order to ensure that learning is continued, irrespective of partial school closure, bubble closure or individual self-isolation, Birchington CEP School has developed the following plan.

The plan complies with the expectations and principles outlined in the DfE document Restricting attendance during the national lockdown: schools (January 2021).

  1. Details of the remote curriculum

How will my child be taught remotely?

EYFS

We use Tapestry as our platform to teach and provide materials to pupils remotely in EYFS.

The school uses the following approaches for remotely teaching EYFS:

  • Recorded teaching
    • Videos made by the class teachers (by using TEAMS, YouTube etc)
    • Recorded videos from other sources
  • Digitally provided timetable, TEACH challenges and remote learning guidance
  • Children’s work can be photographed and uploaded to Tapestry
  • Weekly live ‘Catch Up and Chat’ sessions with their class teacher (starting from Wednesday 27th January 2021)

 

Years 1 to 6

We use Microsoft OneNote as our platform to teach and provide materials to pupils remotely in Years 1 to 6.

The school uses the following approaches for remotely teaching Years 1 to 6:

  • Recorded teaching
    • Videos made by the class teachers (by using TEAMS, YouTube etc)
    • Recorded videos from other sources
  • Digitally provided flipchart boards and independent task sheets
  • A textbook for extended pieces of writing, recording work and mathematical workings out – children’s work can be photographed and inserted in OneNote
  • Weekly live ‘Catch Up and Chat’ sessions with their class teacher (starting from Wednesday 27th January 2021)

 

All Tapestry and OneNote work is uploaded to the remote learning platforms by 9am on the day the work is set for.

In the case of technical difficulties with the platforms that are outside of the school’s control, the school is able to email parents and carers with the independent work as this is in easily accessible digital formats (eg Word, PDF etc).

  1. Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

Our teachers are providing a normal timetable of lessons for children who are working remotely or are in school.

Children who are learning remotely

We will provide teaching that is equivalent in length to the core teaching pupils would receive in school.  This will include recorded teaching time for each session, digital copies of the teaching boards and time for pupils to complete tasks and assignments independently.  The teaching boards will be very similar in content to those provided to those children who are being taught in school.  These boards will have more detail on them as there is not a teacher present to deliver the content.  The independent tasks provided for remote learning will reflect the work being set in school.

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

EYFS *

At least 3 hours per day to complete our in-school timetabled lessons of 5 hours per day.

This includes child-initiated activities and a range of challenges set by the teachers. There is also independent work provided for registration activities (45 minutes a.m. and 10 minutes p.m.)

Key Stage 1

At least 3 hours per day to complete our in-school timetabled lessons of 5 hours per day.

The children are also being signposted on OneNote to additional activities that they can access across a range of subjects.  There is also independent work provided for registration activities (45 minutes a.m. and 10 minutes p.m.)

Key Stage 2

At least 4 hours per day to complete our in-school timetabled lessons of 5 hours per day.

The children are also being signposted on OneNote to additional activities that they can access across a range of subjects. There is also independent work provided for registration activities (45 minutes a.m. and 10 minutes p.m.)

* There is no DfE expectation on the minimum hours for EYFS.

 

 

Children who are learning in school

The teaching boards and independent tasks provided for in-school learning will be identical to those provided to those children who are remote learning.  These children will receive whole class teaching by a class teacher or a Cover Supervisor (working under the direction of a class teacher).

  1. Accessing remote education

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

The school is using Tapestry for EYFS and Microsoft OneNote for its provision for Years 1 to Year 6.

Tapestry provides the opportunity for work to be assessed by the teachers and for parents/carers to provide typed notes on the activities their child has worked on.

OneNote provides the opportunity for work to be assessed by the teachers.  Children can input their independent work on the screen or take photographs of their work (in a book provided by the school) and insert this into OneNote.

For PE sessions, class teachers set a variety of activities and videos for children to access.

In addition, the ‘Pupils’ section of our school website has a wide range of resources on it including apps such as Phonics Play and Times Tables Rock Stars, our Pupil Activity Passports as well as other online educational resources.  Parents and carers have also been informed of various online e-libraries including one linked to our main reading book scheme.

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:

  • The school has purchased a large number of laptops, and has so far been provided with a further 31 laptops by the DfE for loaning to out to parents and carers. Parents and carers have been invited to request these since November 2020 and are regularly reminded in letters from the Headteacher about requesting these from the school office if one is required at home
  • These laptops can also be provided with a 4G wireless router for those who do not have access to Wi-Fi broadband at home
  • For those families who do not wish to receive a school laptop, or who would prefer to work on paper copies, the school will provide printed materials.  These will be delivered on a Monday morning by a member of staff.  This work is then returned the following Monday when the next week’s work is delivered.  The work is then marked and the parents/carers contacted by email or by phone. Alternatively, parents and carers may email the work as photographs for the teachers to mark and send email feedback
 

 

  1. Engagement and feedback

What are our expectations for your child’s engagement and the support that you should provide at home?

The school expects pupils learning remotely to:

    • Complete the work set by teachers
    • Seek help, if they need it, from teachers – either by informing the teacher by annotating on their work or asking their parent/carer to contact their teacher

The school expects parents/carers with children learning remotely to:

    • Ensure their child completes the work set
    • Seek help from the school if they need it
    • Set up good routines with their child/ren to assist with their remote learning
    • Make the school aware if their child is sick or otherwise can’t complete work

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

  • The teachers will be monitoring every child’s engagement with the remote learning on a daily basis and will keep a record of this.  If there are children who are not meeting our expectations of engagement with their learning, their parents or carers will be contacted by phone or email
  • If the child’s engagement does not improve, it will be followed up by the Phase Leader and then a Senior Leader

How will we assess your child’s work and progress?

  • Tapestry and OneNote both provide the opportunity for all work to be marked and commented on by teachers.  Work will be marked and feedback provided on the day of work being completed or the following day (if work was submitted after the school day ends)
  • Feedback can be provided through written comments, audio comments and the use of emojis to show that work has been marked
  • Certificates for Home and School Learning Superstars are also given out on a regular basis

How will we communicate with you and your child?

Children

  • Children all receive at least one weekly phone call from their class teacher. (All phone calls involving children must be held on loudspeaker and via their parents/carer’s phone – see Online Safety and Acceptable Use of Technology Policy)
  • In addition to marking on the provided work, children can, with their parent’s/carer’s permission, email their teacher using their parent’s/carer’s email address
  • All children have been invited to participate in weekly virtual meetings with their class teacher.  This will include children who are in school and those working remotely
  • The children may also email the Headteacher with their news or to share something they have done
  • Children are encouraged to email photographs of work they have completed which is displayed in the Home/School Gallery section of the school’s website

Parents and carers

  • Parents and carers all receive at least one weekly phone call from the class teacher
  • The email addresses of the class teachers have been sent home so that parents and carers can email the teachers with any questions they have or assistance they require.  They can also request additional phone calls if necessary
  • The email addresses of all Senior Leaders, Phase Leaders, the Business Manager, the Office Manager and the FLO have also been provided to all parents and carers
  1. Additional support for pupils with particular needs

How will the school work with you to help your child who needs additional support from adults at home to access remote education?

This is what the school provides:

  • Weekly phone calls to all children on the SEND register who are working remotely.  This is conducted by the Inclusion Leader, Senior Speech and Language TAs or Pastoral Mentor
  • The parents and carers of children who need additional support may also request regular contact with a Pastoral or Learning Mentor to motivate them with their learning, behaviour or support their emotional well-being
  • Speech and Language packs to go home for those who receive in school support from Senior TAs
  • Physical resources sent out to particular children – eg desks, chairs, packs of stationery, maths equipment etc
  • All our EHCP children are invited to attend school
  • The Inclusion Leader regularly liaises:
    • with all class teachers about the particular needs that their SEND children require to access their work and can provide additional support directly to parents and carers
    • with outside agencies eg Speech and Language therapy, Dyslexia, Occupational Therapy etc
    • remotely with LIFT
  • The Inclusion Leader continues to monitor part-time hours
  • The Lead First Aider conducts weekly or fortnightly (depending on health needs) check-in with all children who have an Individual/Intimate Health Care plans. This is via email or a phone call
  • The school can signpost children and their parents and carers to outside agencies mental health support and emotional well-being
  • The school’s FLO can provide counselling for children and adults
 

 

  1. Remote education for self-isolating pupils (for when the school is fully open to all pupils)

If your child is not in school because they are self-isolating, without symptoms, how will their remote education differ from the approaches described above?

When the school is fully open to all children, there will be occasions when a child is self-isolating, without symptoms.  If this is the case then work will be provided to them as set out below:

  • Cover supervisors will upload all work to the children who are absent.  This will be conducted as soon as possible in the morning following the closure of the morning register
  • Parents and carers are then informed when the work has been uploaded to OneNote or Tapestry
  • The digitally provided flipchart boards will be identical to the ones provided for in school teaching
  • All the independent work provided is identical to that used in school
  • The child’s work will be marked and assessed by the end of the following school day
  • The child and their parent/carer will receive a weekly phone call from the class teacher

What if your child is not in school because they are absent from school for reasons other than self-isolating without symptoms?

  • If a child is self-isolating with symptoms, or is unwell due to other reasons, then they will not be required to complete work as they will be absent due to illness.
  • If a child’s parent or carer withdraws their child from school for reasons other than self-isolation or another authorised absence, then work will not be provided.  However, the school is signposting these parents to the National Oak Academy, BBC Bitesize and other online resources.

 

  1. Safeguarding
  • The school expects that all school policies are adhered to as if the children are attending the school site
  • The school’s website includes a range of school policies including our Safeguarding Policy and our Online Safety and Acceptable Use of Technology Policy, which includes a Remote Learning AUP (see ‘Polices’ under ‘Key Information’ section of school website)
  • The school’s expectations and protocols for its live ‘Catch Up and Chat’ sessions are shared with parents and carers
  • The school regularly reviews our remote learning offer and liaises with other schools to review best practice
  • The school’s website includes our Covid-19 Risk Assessment as well as other Covid-19 documents (see ‘Covid-19’ under ‘Parents/Carers’ section)

 

This plan was last updated on 21st January 2021

It was written by Senior Leaders, in conjunction with Phase Leaders and teaching staff, and is based on the DfE’s template (from Restricting attendance during the national lockdown: schools, January 2021) for school’s remote learning provision.

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