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Remote Learning Plan

 

Remote Education Provision

In the event of self-isolation or lockdown

 

Remote education provision: information for parents

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The Leader for Remote Learning at Arboretum Primary is Mrs Roxana Darling.

The remote curriculum: what is taught to pupils at home

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.

 

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

 

  • CGP books sent home with child, when possible.
  • Paper home learning pack given for the first week of home learning.
  • Link provided for parent/carer to join Class Dojo
  • Links for useful websites and suggestions of activities on school website.
  • Identify any children who do not have access to any ICT at home to enable effective home learning.
  • Identify children who need to be invited into school – critical workers and vulnerable children.
  • Consider loan of equipment to children identified above. Issue loan agreements to parents and carers of children with no access to ICT.
  • Staff to prepare online learning videos eg. talk for writing instructions, reading of class texts, maths instructions linked to CGP work, phonics and make accessible throughout period of lockdown.
  • Make arrangements for teachers and TAs to regularly contact all children and parents by telephone.
  • Make arrangements for teachers and TAs to regularly communicate with all children and parents through daily one hour visits to school from 2-3pm.

The first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

 

Our curriculum approach will focus on the core skills of phonics, reading, writing and maths alongside nurturing the varying needs of children’s emotional and mental welfare. Work will also reflect the current topic in phases eg geography and science.

Personalised learning using Class Dojo, videos, website links and home learning packs will be provided for all pupils and more bespoke provision for SEND pupils identified on the school provision map. Their progress is checked through weekly phone calls from the class teacher/school, SENCO/SLT and safeguarding team. Class Dojo, personal emails and daily visits to school also enable teachers to engage daily and on an individual basis with all children and their families.

Identified gaps in pupils’ learning to be developed through home learning

  • Reading fluency, accuracy and stamina
  • Reading comprehension
  • Number facts and quick recall and application of calculation methods.
  • Verbal reasoning and problem solving skills
  • Ability to write simple and compound sentences that are correctly punctuated
  • Ability to write for a purpose
  • Non negotiables – handwriting, presentation, spelling, times tables
  • Recall and application of known sounds to decode words

 

Approaches to curriculum design beyond the core subjects including rationale:

  • Continue to deliver the Key Stage learning theme through home learning packs and Class Dojo  to include a range of activities from the foundation subject curriculum. This will support the wider learning of those pupils who are learning from home.

 

Remote teaching and study time each day

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

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

Primary school-aged pupils

  • Pupils will be expected to work on a range of learning tasks for approximately 3 hours a day in KS1 and 4 hours a day in KS2
  • Breaks and lunchtimes will be advised by the class teacher. Pupils are not expected to do schoolwork during breaks and lunchtimes.
  • Pupils with SEND or additional medical conditions who require more regular breaks, e.g. sensory breaks, are not expected to do schoolwork during their breaks.
  • A suggested daily timetable from the class teacher will detail the expectations for each day e.g. deadlines for submitting work including additional optional tasks for further extension, consolidation or challenge

 

Accessing remote education

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

 

  • Provide appropriate links to online platforms to parents and carers of children affected.
  • Communicate daily via class Dojo and through daily visits to school and weekly phone calls.
  • Staff to prepare videos and make accessible throughout the period of lockdown via Class Dojo.

 

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:

  • Prepare hard-copy packs of home learning for any children who cannot access IT and are unable to loan equipment from school. Ensure this is collected or delivered weekly to all families with opportunities daily to visit the teacher for feedback and clarification.
  • Invite specific vulnerable children into school who would have difficulty accessing online learning.
  • Teachers and TAs to regularly contact all children by telephone and email/Class Dojo
  • Identify any children who do not have access to any IT at home to enable effective home learning.
  • Consider loan of equipment to children identified above.
  • Issue loan agreements to parents and carers of children with no access to IT.

 

How will my child be taught remotely?

The school will use a range of different teaching methods during remote learning to help explain concepts and address misconceptions easily. For the purpose of providing remote learning, the school will use a combination of:

  • Work booklets with allocated tasks eg  CGP
  • Hard copy learning and resource packs
  • Email
  • Past test papers
  • Current online learning portals
  • Educational websites
  • Reading tasks
  • Instructional videos
  • Pre-recorded video or audio lessons
     

Class Dojo will be utilised for Nursery to Year 6 – to set daily learning challenges, expected work for the week, feedback and comments, general communication, instructional videos linked to the work set in text books and home learning packs.

 

Creative curriculum topic tasks will be available for all year groups under the termly topic theme. This supports those children with reduced access to online learning.

 

Vulnerable children and those with specific and additional needs have had bespoke and customised learning created by their class teachers.

 

Further support to be given to families through weekly emails and phone calls to parents and pupils and the

opportunity to visit school daily to talk to the class teacher.

 

Additional welfare checks made for those children identified on our school risk assessments.

 

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

During the period of remote learning, the school will maintain regular contact with parents to:

  • Reinforce the importance of children staying safe online.
  • Direct parents to useful resources to help them keep their children safe online.
  • To provide further guidance on how to structure the day; what activities to cover and the main focus for each child.
  • Ensure parents are aware of what their children are being asked to do, e.g. sites they have been asked to use and staff they will interact with.
  • Encourage them to set age-appropriate parental controls on devices and internet filters to block malicious websites.

 

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

Teaching staff will oversee academic progression for the duration of the remote learning period and will mark and provide feedback on work.

All schoolwork completed through remote learning must be:

  • Finished when returned to the relevant member of teaching staff.
  • Returned on or before the deadline set by the relevant member of teaching staff.
  • Completed to the best of the pupil’s ability.
  • The pupil’s own work.
  • Feedback, including any concerns, will be given via daily visits to school, email, Class Dojo and by weekly phone calls to pupils and parents.

 

How will you assess my child’s work and progress?

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:

 

  • Pupils are accountable for the completion of their own schoolwork – teaching staff will contact parents via email or Class Dojo if their child is not completing their schoolwork or their standard of work has noticeably decreased.
  • Teaching staff will monitor the academic progress of pupils with and without access to the online learning resources and discuss additional support or provision with the Head teacher as soon as possible.
  • Teaching staff will monitor the academic progress of pupils with SEND and discuss additional support or provision with the SENCO as soon as possible.
  • The school accepts a variety of formative assessment and feedback methods, e.g. through quizzes and other digital tools from teachers, and will support them with implementing these measures for remote learning where possible.

 

Additional support for pupils with particular needs

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

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:

 

The school will:

  • Ensure that pupils with EHC plans continue to have their needs met while learning remotely, and liaising with the Head teacher and other organisations to make any alternate arrangements for pupils with EHC plans and IHPs.
  • Identify the level of support or intervention that is required while pupils with SEND learn remotely.
  • Ensure that the provision put in place for pupils with SEND is monitored for effectiveness throughout the duration of the remote learning period.
  • Adapt learning tasks to ensure that the curriculum remains fully accessible and inclusive via remote learning.
  • Review the resources pupils have access to and adapt learning to account for all pupils needs by using a range of different formats. 

 

In addition:

  • Teaching staff will liaise with the SENCO and other relevant members of staff to ensure all pupils remain fully supported for the duration of the remote learning period.
  • The SENCO will arrange additional support for pupils with SEND which will be unique to the individual’s needs, e.g. via weekly phone calls.
  • Any issues with remote learning resources will be reported as soon as possible to the relevant member of staff.

 

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

 

The school already uses Class Dojo for online tasks which support the classroom teaching. Alongside this there are the learning packs, CGP books and creative curriculum topic tasks created by class teachers and distributed to all pupils.

 

  • If a child needs to self-isolate, the pupil can access remote learning immediately on Class Dojo.
  • At the end of the first day of isolation teaching staff will upload meaningful and ambitious assignments reflecting the days learning in class and ensure a learning pack is delivered or collected.
  • Provide frequent, clear explanations of new content through high quality curriculum resources, including through educational videos.
  • Assess progress by using questions and other suitable tasks and be clear on how regularly work will be checked.
  • Adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding.
  • Plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers.
  • Pupils are accountable for the completion of their own schoolwork – teaching staff will contact parents via email, phone or Class Dojo if their child is not completing their schoolwork or their standard of work has noticeably decreased.
  • Senior Leaders will follow up contact with parents where pupils fail to engage with their online learning, and/or where parents fail to respond to class teacher emails.

 

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