Remote Learning 2021/22
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts to remain at home or for pupils self isolating due to a positive test..
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
Where possible we will ensure that our pupils will have their learning set on Google classroom or Tapestry the first full day following a bubble closure. In the event of any disruption to this plan, parents will be informed and textbooks allocated at the start of the academic year can be used.
From September 2021 bubble closures are unlikely. The need for remote learning will be instigated due to awaiting the result of a PCR test if a child has been in contact with a positive case. In this instance the textbooks sent at the start of the Autumn term can be accessed. A weekly overview of learning will be added on Google Classroom/Tapestry each week to allow this to be focussed. Where GC is used in school this will be set as tasks for the pupils.
Core subjects: All year groups will be set a reading, writing and maths daily lesson. In Key Stage 1 the children will also have a daily phonics lesson.
Foundation subjects: All subjects will be taught in accordance with our year group curriculum planning. This includes art, music, history, geography, IT, PE, PSHE, RE, science and design and technology. In Key Stage 2 the children will also be set a weekly Italian task. Early Years provision is designed to cover the 17 areas of learning. Full curriculum for the year is available on the school website: https://www.oakdale.peterborough.sch.uk/page/?title=Curriculum&pid=122
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
Learning at home is not the same as it would be at school. We understand that parents need to be flexible to work around their own work commitments and to ensure that learning at home works for them. Each class has a suggested timetable on their Google Classroom class page.
Our planning adheres to the Government expectation of timings:
Key Stage 1: 3 hours a day on average across the cohort, with less for younger children
Key Stage 2: 4 hours a day
Accessing remote education
How will my child access any online remote education you are providing?
Our remote learning policy is in place in the eventuality of our pupils being unable to attend school to receive face to face teaching. This is especially relevant to the pandemic where schools have been closed to the majority of pupils.
At Oakdale we use a digital remote teaching approach which is also utilised for homework. Google Classroom is used for Years 1 to 6 and Tapestry is used for Reception children.
All children have access to this through an individual email and login. Further copies of these can be gained by emailing the school office: email@example.com
A quickstart guide and conduct guide can be found in the documents on this page.
We also subscribe to a number of websites and APPs to support learning. All pupils have individual passwords which can also be obtained via the office email.
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:
Laptops: we offer a laptop lending service to our families. Our priority for this is to support disadvantaged pupils who are in receipt of free school meal funding. Our second criterion for this is for pupils who have SEND or are deemed vulnerable. This includes pupils where a multi-agency support is in place. A lending agreement will need to be signed for this. We also hold a waiting list for children outside of the specified criteria in the eventuality of additional devices being available.
Should parents also need support to enable internet connection this will be made available according to the same priority criteria.
We offer printed packs on an individual basis following consultation with parents. We require these to be returned to school for marking.
Work is submitted to teachers directly on Google Classroom. Should this not be possible, work can be submitted to the office email address: firstname.lastname@example.org and it will be sent to the relevant members of staff. Queries will also be addressed in this manner. We will respond within 48 hours.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
The format of the learning for each year group is aimed to echo a day in school. This includes planned in breaks and lunch time. We provide a suggested timetable to support parents.
Lessons are uploaded by 9am each morning. If additional resources are needed they will be referred to in the Monday morning welcome video to allow parents time to prepare.
At least one element of the daily learning will be ‘live’. At Oakdale ‘live’ lessons refer to an element where the teacher is present. This includes: demonstrations of methods, video lessons and Zoom assemblies.
In addition we use Oak National Academy, Maths White Rose Hub and BBC lessons to support our delivery of the curriculum.
We also use a range of educational websites both in school and for remote learning to support our delivery of the curriculum e.g. PiXL resources to support assessment.
Website subscriptions such as Discovery Espresso and Times Table Rockstars are also used.
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?
Pupils are expected to submit tasks for feedback on Google Classroom. In year 5 and 6 work will be returned if it is incomplete or incorrect for resubmission as it is expected that pupils in Upper Key Stage 2 should be able to work mostly independently.
We understand that our youngest pupils will need support with their learning. In Early Years our video entries daily have been designed for the children to join along with and then complete additional tasks either independently or with an adult as appropriate. We ask that parents upload work and comments to Tapestry to feedback.
All tasks are designed for pupils to work through independently e.g. Maths Hub lessons are used to demonstrate a process before the children apply this learning to a task. This is the same approach which is used in school. However, we recognise that some children will need periods of adult support throughout the day to aid their understanding. Key Stage 1 children will also require support to access Google Classroom.
We have allowed for a 48 hour feedback window to allow parents to be flexible with their home timetabling. Teachers and teaching assistants reply by providing feedback. The private message area can also be used to ask for support and further guidance.
Parents are able to contact the office to arrange contact with the class teacher when required.
We expect all pupils to engage with at least 90% of the tasks set.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Parents are able to monitor when their children submit their work and see the feedback given.
We will continue to hold virtual parent consultation.
We track daily work for all children. This is monitored by SLT who then action telephone calls home which are logged. The escalation process in detailed in our staff policy.
It is in the child’s best interests to engage with the work set. We acknowledge how challenging this can be to manage at home, but as a school we expect pupils to submit daily work to ensure progress. The children’s wellbeing and progress will remain our focus.
Through feedback we have adapted our remote learning rewards policy (see below) children will be awarded letters home to recognise dedicated learning at home.
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 will receive daily feedback through both Tapestry and Google Classroom.
In response to parental feedback, we introduced assessment Friday. This is to assess the children’s progress in the core areas.
We utilise our APP and website subscriptions to collect assessment data e.g. Spelling Shed.
POP tasks will be sent out at the end of each half term to assess topic understanding (if relevant)
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:
Our SENCo will oversee and quality assure learning set for pupils with SEND. This could include accessing work from other year groups or working from individualised packs.
We will continue to work with other agencies to support ongoing support in place in school and extend to this to home learning.
A weekly additional Zoom for pupils with an EHC plan will be organised to ensure that we continue regular contact with the children and work with parents to ensure we support them during this time. Keeping in touch telephone conversations will be logged.
Children with an EHCP will be invited into school. Vulnerable pupils will also be offered a place if the risk assessment allows.
We will also utilise the Oak Trust offer for SEND pupils. This covers communication and language, numeracy, creative arts, independent living, occupational therapy, physical therapy and speech and language therapy.
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?
At the start of the academic year each children will receive a set of textbooks appropriate to their year group. These cover basic skills for the whole year group curriculum. These are to be utilised in the result of a family needing to isolate.
We do not offer digital learning for individual children. However, from September 2021 we will continue to use Google Classroom to set work for both children at home and those in school to access for their learning.
On Monday each week the teacher will post the main learning focus for the week to allow parents to personalise the learning at home in the event of self-isolating e.g.
Monday 6th September 2021
Phonic sounds this week: ay
Reading: Make sure you read for at least 20 minutes every day. This week we are focussing on predicting what will happen next
Writing: We are writing a story about fairytale characters. This week we will be creating our main character.
Maths: White Rose units on place value
Topic- Following our topic map. We will be learning about animal habitats this week.