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.
Initially, after the announcement of a bubble or school closure, home learning will be shared for the next school day via the class pages on our school website. This will include a Maths, English and Wider Curriculum task suitable for all children to access. This will give staff time to prepare for a longer period of remoted teaching. By day two of a bubble or whole school closure, remote learning will be accessed through Teams for children in Years 1-6 and Tapestry for children in EYFS.
We teach the same curriculum remotely as we do in school by following the EYFS Development Matters document (EYFS) and the National Curriculum (Years 1 to 6) wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, in PE where we will support the home learning with high quality online resources for some lessons and in science, where practical experiments will need adaptation.
For children in EYFS, this consists of a daily phonics task for children in Reception and a variety of phonic based games across the week for Nursery. Children are provided with links and guided to appropriate web pages to access phonic stage appropriate books and games. We provide daily (Year R) maths activities and challenges. We set a variety of activities based on our current topic that are open ended and encourage children to embed new learning through exploration and play. These activities include the EYFS development matters areas of learning such as ‘Understanding the world', 'Expressive Arts and Design' and 'Personal, Social and Emotional' development.
For pupils in Years 1 to 6 this consists of; a daily English task, a daily Phonics task (Y1), a daily Maths task and at least one daily wider curriculum task. Each week children will also be given spellings to learn which they should practise daily, along with a reading comprehension task. Children should also continue with their daily reading activities (reading option will be provided by the school) and continue to learn their times tables (this may be via use of Times Tables Rock Stars).
For pupils in Years 1 to 6, the wider curriculum tasks will consist of one RE lesson, one PSHE lesson and a PE lesson with other tasks which could encompass a range of other subjects, depending on the topic currently being taught.
EYFS 1 hour direct teaching for Reception children ( 3 X 20 minute sessions per day) 30 minutes direct teaching for Nursery children (3 X 10 minute sessions per day) As the EYFS Development Matters is based largely on learning through play, children are encouraged to take part in 3 hours of child initiated learning throughout the remainder of the day.
KS1 3 hours made up of English, Maths, Wider Curriculum, PE, Reading and Spellings
KS2 4 hours made up of English, Maths, Wider Curriculum, PE, Reading and Spellings
Children in the EYFS will access their remote learning through Tapestry.
Children in Years 1 to 6 will access their remote learning through Microsoft Teams.
They may also use remote learning platforms such as TT Rockstars or The Spelling Shed.
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 will do all that we can to ensure that where there is no obvious device available for children, that all parents have received the guidance from the Local Authority regarding accessing learning through X-Boxes and Play Stations.
We will also ensure that every parent who has a child that is remote learning has their child’s Teams or Tapestry Login and password. If they need help with the process of logging on, we will help them with this, either over the phone or in person.
If there is no access, we will:
-Offer a device from school that will be collected from school (an agreement needs to be physically signed by the parent). WPA will ensure that when the parent picks the device up from school, we explain how to login, access Teams/Tapestry and then upload/submit work.
-WPA will make sure when we offer devices that the home has internet access. If not, we will email them the Government guidance on how to apply for access and support them appropriately.
-If a parent would prefer a printed pack of resources, these resources will be in broadly line with what is offered online and in class. We will ask for parents to pick up these packs but, depending on individual circumstances, we will offer to deliver the pack if necessary. If a parent is using a printed pack, we will ask parents to bring the completed work back weekly. The child’s teacher will then provide feedback on this work for future learning. A new learning pack will be given when the pack of work is dropped off.
We use a combination of the following approaches to teach pupils remotely:
Teachers at Wadebridge Primary Academy will use a range of remote teaching approaches to best suit the age and stage of the children in their classes.
In the Early Years, daily planning and pre-recorded teaching sessions will be shared via Tapestry. This will consist of daily tasks and activities for Phonics, Maths and the topic currently being taught. There will be additional whole year group meets via Teams for fun activities and social interactions.
In Years 1 to 6 this will consist of daily planning (Maths, English, Phonics (Y1) and Wider Curriculum tasks) which will be uploaded to the ‘files’ section of each Teams group.
For children across the school, this daily planning will include a range of:
- live teaching sessions through Teams (Years 1-6)
-pre-recorded teaching from their usual teachers
-links to recorded teaching via the Oak National Academy and White Rose Maths resources
-specific links to other websites such as BBC Bitesize, Twinkl, Classroom Secrets etc where beneficial videos, PowerPoints and activities are available.
Teachers will provide differentiated learning for children working significantly below their year group and teaching will be delivered through approaches described above.
There will be extension activities to stretch pupils in core lessons where appropriate.
For children who have limited access to technology, paper packs will be provided. Children will be expected to bring or send completed work back into school for marking and next steps weekly.
Keeping regular learning going during the period that schools are closed is of great importance to reduce the impact on children’s education. However, we understand that everyone’s circumstances at home will be different. Some families have one child to support while others have several. Some families have one device to share while others may have more – and some things may work differently on different devices. Some parents will have plenty of time to help their children learn, while others will be working from home and may have much less time and some children will be able to work more independently than others or need greater challenge.
At Wadebridge Primary Academy, we expect pupils to engage daily with the learning provided. Teachers will keep a daily register of the contact they have with children throughout the week and the work that is uploaded or sent in.
Where possible, it is beneficial for children to maintain a regular and familiar routine. We would recommend that each ‘school day’ maintains structure. Learning for the pupils is updated daily and families should view this together and then make appropriate plans to complete the work. Should any of this work be unclear, families can contact teachers via email or via the ‘chat’ function on Teams.
We would encourage parents to support their children’s learning by finding an appropriate place to work and by providing them with the necessary learning resources and technology. Should accessing work be an issue, parents should contact school promptly to discuss a suitable alternative or resolution.
We understand that everyone’s situations and struggles at home are very different, therefore, we urge parents to keep in contact with us so that we can support you on a case-by-case basis.
Throughout the week, teachers will be communicating either via email, telephone or Teams/Tapestry with children and parents. Each week we expect to receive at least 3 pieces of learning from across the curriculum. For EYFS, we hope to receive one upload to Tapestry a week. This upload will include an outline (with pictures and videos if appropriate) of the learning activities and play that the children have engaged with. Teachers will be keeping a record of who they have contact with throughout the week and the learning that they have received. Where teachers have a concern about welfare or about the engagement with learning, they will work alongside the Senior Leadership Team to identify how best we can support the parent and child.
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:
Whilst we wish for children to engage with as much remote learning as possible, teachers will expect to receive at least 3 pieces of home learning a week, from across the curriculum.
For EYFS, we hope to receive one upload to Tapestry a week. This upload will include an outline (with pictures and videos if appropriate) of the learning activities and play that the children have engaged with. When this is not possible, parents are asked to remain in regular contact with the child’s class teacher. This learning can either be sent via email or uploaded to Teams/ Tapestry. For children in EYFS, feedback will be shared with parents and children via Tapestry or via email.
For children in Years 1 to 6, feedback will be shared with parents and children via Teams or email. Teachers will provide feedback to the children at least three times a week. This will take place through either whole class feedback (on the ‘post’ section of Teams, adapted planning or within live lessons.) or through individualised feedback (through the ‘chat’ function, email or by adding feedback to the children’s learning in the ‘class notebook’).
Comments will be fed back on Tapestry for parents with children in the EYFS. Pupils who are accessing paper copies of work will be fed back to via email.
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 work closely with families of children with SEND. Where a child has SEND or is working significantly below age related expectations, differentiated remote learning will be provided or, where suitable, paper packs. This differentiated learning will take the needs of the children into consideration and the support they may need to complete the learning home.
Regular communication between school and home will support this process greatly. The SENCo will further support this process.
Pupils with an EHCP, or who are classified as Vulnerable, will be offered a place in school.
We will liaise closely with families of pupils with SEND to ensure that the learning se tis appropriate for the pupils to complete with a degree of independence (where possible). We will adjust learning to ensure that it can be captured in a variety of ways to suit the pupil’s individual needs (for example, a pupil may submit their work via video or audio recordings if they are unable to submit work in written form).
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?
If a child is self-isolating but the majority of their peer group remains in school, home learning will be provided either through Teams/ Tapestry, via email or within a paper pack. The class teacher will liaise with the families to choose the most appropriate for the child. We will endeavour to ensure that this learning mirrors the learning that is taking place in school. This learning will include Maths, English and subjects from the Wider Curriculum. Teachers or a member of staff from school will keep in contact with the child throughout the isolation via either telephone or email to provide support and offer feedback. Learning can be returned to school when the child then attends school again.
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