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.

Assignments will still be added to Tapestry or Google Classrooms and you can use the opportunity to read lots.

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in certain subjects. Children in Nursery and Reception will have their learning posted to Tapestry and for children in Years 1 to 6, we will use the Google Classrooms.

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

Tapestry is used to share learning with children in Nursery and Reception. 

Google Classrooms are used to share learning with children in Years 1 to 6.

Within the above platforms, there will be a combination of:

• morning messages to start the day
• instructional videos
• at least one pastoral Google Meeting session a week per class
• other digital content including; White Rose, BBC Bitesize, Oak Academy, TT Rockstars and other web resources.
• some children may also receive phone calls home

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:

We have a number of laptops (some of which have been provided by the DfE) for children to use at home, which we will allocate to families in need. Please contact the school if you feel that your child cannot access the remote provision at home.

As a last resort, printed packs may be available, however, we will do everything we can to ensure learning can be accessed online in the first instance.

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

• recorded teaching (e.g. video/audio recordings made by teachers and support staff and Oak National Academy lessons/White Rose Maths videos)
• assignments created in the Google Classrooms
• resources provided by BBC Bitesize, Oak Academy, White Rose, TT Rockstars

We recognise that each family is unique and, because of this, remote learning will look different for different families in order to suit their individual needs. Where possible, we would recommend the following for children working remotely:

• stick to a daily routine 
• find an appropriate place to work
• take regular breaks

Every effort will be made by staff to ensure that work is uploaded promptly each day.

It is important that children’s work is ‘handed in’ so that feedback can be provided and planning for future online provision is appropriate. For Google Classroom assignments, this can often be completed directly within the assignment. Alternatively, photos can be taken and uploaded to Tapestry or emailed directly to the class teacher.

Hand in times are flexible during the day to allow children to complete at a different time, if needed. However, it is an expectation that daily assignments are 'handed in' before the end of that day. 

Should accessing or completing work be an issue, parents should contact the school office as soon as possible, as alternative solutions may be available.

If a child has become behind with the learning that has been provided, it is important to talk to their class teacher as soon as possible, so help can be provided with setting priorities. We do not want any child to become distressed as a result of remote learning.

Staff will monitor children’s learning daily using Tapestry or the Google Classrooms.

If there is a concern around the level of engagement of a child, parents will be contacted via phone or email to assess whether school intervention would be helpful.

Parents should contact their child’s teacher directly via email if they have any concerns

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

• providing daily contact with pupils as and when needed between the hours of 9:00 am and 3pm.
• providing at least one live meeting a week via the Google Classroom.
• providing end of the week feedback for the class on core learning.

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 and carers to support those pupils in the following ways:

• teachers will continue to set work appropriate for the child and meet their individual needs
• differentiated learning activities will be sent to individual or groups of children where they need a different amount of support to access the learning.
• where possible, specific interventions may still be carried out remotely through the use of small live sessions.
• all children with an EHCP will be offered a place at school, where a national closure of schools is in place.

Children who are self-isolating will still be taught online through Tapestry or the Google Classrooms as outlined above, but learning will not be identical to that which is taking place in the classroom on that day. .

Feedback and support during the day may not be as frequent as when whole classes are isolating, however, emails and platforms are monitored before 9am and between 3.30pm and 4.00pm to provide these outside of  the school day.