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 information.
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.
· Learning grids for the week will be shared on TEAMS, Tapestry and Class Blogs detailing each day’s learning assignments.
· All assignments and relevant resources for KS1 will be posted on class blogs initially and then additionally on TEAMS as confidence and access builds.
· All assignments and relevant resources for KS2 will be posted on TEAMS.
· Contact will be made with any pupil who does not initially access TEAMS within the first two days.
· Work books and resources will be available if needed.
· We will teach the same curriculum remotely as we do in school. However, we may need to make some adaptations in some subjects. For example, PE may be split across five days instead of it being delivered in two longer sessions.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:KS1: We aim to offer 3 hours of learning: English, Maths, Reading and Phonics daily. Science, RE, PE, PSHE and other foundation subjects across the week.
TEAMS will be the platform through which the children will access assignments, live teaching and other platforms such as White Rose, Oxford Owls RWI.
The weekly home learning grids will also be posted each week on the blog for anyone who has difficulty accessing TEAMS.
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
· If parents need support with devices they should contact the class teacher in the first instance. Devices can be lent out upon completion of a home school agreement.
· We will use our digital access questionnaires and teacher contact notes to decide who has priority when lending out laptops or tablets.
· If parents need support with devices that enable an internet connection please contact the school. We will issue or lend devices that enable an internet connection (for example, routers or dongles) where necessary.
· We will produce packs of printed materials for pupils who do not have online access. Please contact your class teacher to arrange this. These will be available for collection from the Reception desk or by delivery if required.
· Pupils who do not have online access can submit work by post or by requesting a door stop collection. We will also be happy to receive photographs or emails through the use of mobile phones if that is convenient.
We use a combination of the following approaches to teach pupils remotely:
· live teaching (online lessons)
· recorded teaching (e.g. White Rose, video/audio recordings made by teachers)
· printed paper packs produced by teachers (e.g. workbooks, worksheets)
· reading books pupils have at home
· commercially available websites supporting the teaching of specific subjects or areas
· long-term project work and/or internet research activities
KS1 children are expected to:
· Complete their daily tasks as timetabled on the Learning Grids
· Log in as requested on TEAMs
KS2 children are expected to:
· Register by 9.15 daily
· Attend online lessons
· Submit work to be marked
· Respond to feedback
I· Records are kept of all assignments submitted.
· A register is taken for all online lessons.
· Regular check in sessions will be timetabled.
· If engagement is a concern we will contact parents or carers by phone or email.
· Regular email and phone calls will be made to parents and carers offering support
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 either verbal or written feedback on their work daily.
· For the younger children this may be through contact with parents e.g. email/phone
· Feedback will be given immediately during online teaching, verbally, through chat comments, through individual comments.
· Work submitted through TEAMS will be marked and returned in the same manner.
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:
· Work will be differentiated appropriately and contact will be maintained to ensure assignments are appropriate and accessible
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
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
· Pupils will be given the week’s learning grid and a paper pack if necessary.
· Contact will be maintained with class teacher through TEAMS or email or phone call.
· Work will be marked and feedback given
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We are bold and innovative in our approach to find new solutions to the challenges we face.
We are the best we can be.
We take responsibility for our actions in an environment of mutual respect.
We overcome all barriers to reach our potential, developing a capacity to improve further.
We are passionate about learning.
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