Remote Learning

Remote Learning

Remote Learning at Kidsgrove Primary

Background

“Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing offer and have a strong contingency plan in place for remote education provision by the end of September.” (DfE Guidance for Full Opening August 2020).

Aims

This remote learning policy for staff aims to:

Ensure consistency in the approach to remote learning for pupils who aren’t in school
Set out expectations for all members of the school community with regards to remote learning
Provide appropriate guidelines for data protection

Definitions

Remote education: a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.
Digital remote education: often known as online learning, this is remote learning delivered through digital technologies.
Blended learning: a mix of face-to-face and remote methods. An example would be the ‘flipped classroom’, where main input happens remotely (for example through video), while practice and tutoring happen in class.
Synchronous education: this is live; asynchronous education is when the material is prepared by the teacher and accessed by the pupil at a later date.

Roles and Responsibilities

Lead Practitioners (Ms Emma Johnson to become the Virtual Leader, including monitoring of the quality of provision)
- Co-ordinating the remote learning approach across the Trust.
- Ensure staff training for remote learning has taken place, a ‘how to’ video to train children in how to use Microsoft Teams and also a crib sheet for parents.
- Monitoring the effectiveness of remote learning –such as through regular meetings with teachers, reviewing work set or reaching out for feedback from pupils and parents
Headteacher (Assemblies and after school provision)
SENCOs (to work with those families of pupils with SEND who need alternative provision so they continue to receive a broad and ambitious curriculum, including ensuring the requirements of the EHCP are met)
Class Teachers (a blend of remote learning and in class learning to their own class
Designated Safeguarding Lead (Mrs Emma Johnson)
Teaching support Assistants (in class support, SEN interventions either in class or remotely)

Remote Learning Expectations

When providing remote learning for pupils, classes, teachers must be available Monday- Friday between 8:30am and 4:00pm and Thursday Key Stage 2 and Friday Key Stage 1 8:30am -12:30pm (on these days teachers will take their PPA). If they are unable to work for any reason during this time, they should report this using the normal absence procedure:

• Contact headteacher by 7:00am who will contact Virtual Leader / Senior Leaders.

When providing remote learning, teachers (along with admin staff, senior leaders, and DSLs) are responsible for Attendance

Remote Education (DfE Guidance) “If a pupil is not attending school due to circumstances related to coronavirus (COVID-19), we expect schools to be able to immediately offer them access to remote education.’

The Live TEAMs excel document for registering pupils must be completed by 9.30am, with any children that are not online or in the classroom, receiving a phone call from the designated member of staff in the key stage.
Learning must be provided by teachers for all children in their own class, including those children with SEND.
In Early years, the teacher will deliver a face-to-face live teaching welcome session, daily learning, linked to the phonics, reading, writing, maths and story time. See timetables below.

Teachers in Key Stage 1 and 2 will provide English (Reading, SPaG, Writing), Maths (Linked Recall Arithmetic or Numbers and Patterns and Branching Out Maths) and Wider Reading Skills along with Wider Curriculum activities each day. This will be digital remote learning through a blended approach including both synchronous and asynchronous education.
All learning activities for the week ahead must be scheduled within the TEAMS in advance. In case of illness, it is suggested that all weekly learning overviews are planned and uploaded onto TEAMS teachers by Monday 9am.
If a lesson is not able to be delivered by the class teacher, remotely due to absence, then work will be provided via class dojo / school website or a member of SLT will deliver the learning remotely.
Teachers will use a curriculum sequence that allows access to high quality resources that is linked to the school’s curriculum expectations, medium term planning and assessment data.
Microsoft Teams will be used to teach the classes with a ‘live’ stream (see Safeguarding section). Lesson inputs will include pauses for interactive / independent learning and thinking time, as would be natural in classroom learning.
Screen sharing may be used when synchronous teaching.
Daily Learning Power points, resources must be uploaded each morning onto class dojo and our school website for the pupils to access.
All learning must be differentiated using the leaves of learning.
Guidance from teachers will provide a variety of methods for children to record their learning (for example, typing into a document, taking a photograph of learning, videos etc) The teacher will choose which method is appropriate for the learning and will provide clear instructions.
It is important that teachers / TSAs ensure they are the last person to leave a TEAMs call at the end of the session.
If video clips are used, teachers must check that the video is able to be accessed by children at home.
For those children with an EHCP, or children with SEN, class teachers and the SENCO will direct TAs to maintain contact with these children and provide interventions via TEAMs in an afternoon as per their Individual Learning Plan.
To ensure consistency across the school, agreed teaching slide formats must be used.
If teachers are not in school and therefore teaching from home, they will need to ensure that the dress code is followed, and an appropriate area is used to teach, where there will not be interruptions.
When providing distance learning for the whole class/bubble is in place, the TA will assist with remote learning.
Teachers will direct TAs to support with remote learning. Tasks may include:
- Phone calls to SEN children with alternative provision to ensure work is appropriate.
- 1:1 afternoon reading and phonics instruction via Teams
- Phone calls to children to support with pastoral care
- Contacting children that are not completing work to address any barriers to this.
- Attending virtual meetings with teachers, parents and pupils
Providing feedback:
- Children will be asked to submit learning tasks via class dojo portfolio for teachers to check, mark and / or give feedback.
- Teachers will be expected to provide feedback, ensuring that all marking and feedback links to Learning Objectives and expectations set out in the policy.
- After teachers have completed their live input, they will then be available for children to request any additional learning support or follow up.
- Teachers will adjust the pace or difficulty of what is being taught in response to questions and assessments, including, where necessary, revising material or simplifying explanations to ensure pupil’s understanding.

EYFS
8.50 – 9.00	9.00 – 9.30	9.30 – 10.00	10.00– 10.45	10.45 – 11.00	11 – 12.00	12.00 – 12.15	12.15 – 1pm	1.30 – 3pm	3pm – 3.15pm
Welcome	Phonics	Reading Task	Writing Task	Break	Maths	Story	Lunch	UW / EAD / PD / Prime	Story
	Blended Synchronous (live) teaching and learning				Blended asynchronous teaching and learning

Key Stage 1
8.50 – 9.00	9.00 – 9.30	9.30 – 10.00	10.00– 10.05	10.05 – 11.00	11 – 11.15	11.15 – 11.15	12.15 – 1pm	1 – 1.30pm	1.30 – 2pm	2pm – 3.25pm
Word of the day /maths fluency questions/ in class readers	Y1 – Phonics Y2 – Spellings	Reading skills (book talk and Comprehension)	Brain Break	Writing Focus	Break	Branching out maths including Numbers and Patterns	Lunch	SPaG	Recovery Curriculum including Handwriting	Wider Curriculum
	Blended Synchronous (live) teaching and learning			Blended asynchronous teaching and learning

Key Stage 2
8.50 – 9.10	9.10 – 9.40	9.45 – 10.15	10.15 – 10.25	10.25 – 11.00	11 – 11.05	11.05 – 11.25	11.25 - 12.15	12.15 – 1pm	1 – 1.30pm	1.30 – 2pm	2pm – 3.25pm
Word of the day /maths fluency questions	Reading Skills	SPaG	Break	Writing Focus	Brain Break	Linked Recall Arithmetic	Branching out Maths	Lunch	Y3/4/5 – Recovery Curriculum Y6 – Recall Arithmetic	Wider Curriculum Reading	Wider Curriculum
	Blended Synchronous (live) teaching and learning				Blended asynchronous teaching and learning

Maintaining contact with parents and pupils

Parents may contact teachers via email, message on class dojo or by ringing the school office.
Teachers should be available to read emails between 8:30 to 9:00 and 3:30 to 4:30, and will respond to parents within 24 hours.
Behaviour issues are addressed as per the Behaviour Policy.
For children that do not complete work, the TA will call the parents to notify them, and relay any issues that are preventing completion to the class teacher.
Any concerns or complaints must be shared with the Headteacher who will advise how to respond.

Engagement

School will engage with the DFE technology for schools’ initiative to secure additional devices for families with greatest need.
Parents are expected to ensure pupils complete daily schoolwork and return work when completed.
School will contact parents regularly and in cases of difficulty accessing the online classroom teacher will call parents to look at solutions.
Teachers keep records of pupil engagement.
Workbooks are provided where needed as a short-term measure.
Where parents do not engage, school will do our best to try to reengage as much as possible.

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