Brownlow Fold Primary School - Parent/Carer Remote Education Expectations 2020 2021
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Brownlow Fold Primary School
Parent/Carer Remote Education
Expectations
2020 - 2021
The coronavirus (COVID-19) pandemic is an unprecedented challenge for our school, and the traditional approach to delivering education. The impact of
the pandemic has necessitated many pupils being out of school, and this will continue to be the case for some pupils, in line with the legal requirements
and guidance in place to tackle the virus. We have responded to this with a strong and proactive commitment to providing remote education, in challenging
and uncertain circumstances. Remote education is now an essential component in the delivery of our school curriculum. School will ensure all pupils
educated at home are given the support they need to master the curriculum and make good progress. We have put into place new systems to ensure that
the curriculum we offer, to both pupils at home and pupils in school is as balanced and broad. Where a class, group or a small number of pupils need to
self-isolate, or local restrictions require our pupils to remain at home, we have the capacity to offer immediate remote education. This expectations
document is very important as it outlines the expectations for staff, pupils and parents/carers.
We all have to work together to support our children.
We will offer excellent learning opportunities for all of the children. We fully appreciate that, within our Brownlow community, households’ experiences
will vary and we encourage you to communicate any concerns you may have in order for us to support you in this challenging time.
It has become clear from the point of view of staff and that of the children and their families that the contact video provides is invaluable in a period of
Remote Education. This will undoubtedly enhance both our teaching and pastoral care and enable us to maintain a sense of community. Pre-recorded
videos allow the children to see their teachers. We have been very impressed by the children’s attitude towards their new way of learning and by their
resilience.
Remote Education provision at Brownlow Fold will be implemented in the following scenarios:
Bubble Closure: When a staff member or pupil tests positive and the whole class/bubble must remain at home due to a positive test of
coronavirus. When a class teacher is unwell in this instance, ‘Emergency Planning’ will be used and delivered by support staff from home for the
two weeks self-isolation.
14-day self-isolation: When an individual child is required to self-isolate for 14 days because a member of their household has tested positive for
coronavirus/after travelling outside of the UK.
Full school closure: When the Government implements a local/national lockdown.
Brownlow Fold will adhere to DfE guidance, by delivering high quality Remote Education through pre-recorded teaching videos allocated to pupils through Seesaw. We
do not plan to deliver ‘live’ lessons during a partial or full school closure. We wish to adhere to all safeguarding policies and legislation and allow flexibility to the
learning timetable, to support the health and well-being of all our staff, parents/carers and children. All log on information for all pupils is saved on one document for
parents/carers and will contain all the necessary password to support remote education learning.
Class Teachers will set daily tasks that will include the following for pupils in reception to year six
English Tasks (Writing/SPaG (Spelling, Punctuation and Grammar)/Phonics Tasks): to be completed daily.
A pre-recorded teaching video input to support learning (by the class teacher or a link to an external teaching video, such as Oak Academy).
All tasks to be completed in the pupil Remote Education Workbook and uploaded to Seesaw for teacher feedback.
Reading diaries to record all reading and reading activities.
Once school reading books have been read, children should read books at home, newspapers, magazines, online articles, books on kindles etc.
BUG club text and any other supporting documents/ resources to be allocated on Active Learn by the class teacher.
Mathematics Tasks: to be completed by pupils daily
The eTextbook pages that are relevant to the days learning focus are to be allocated on Active Learn for the children to access the calculation strategy.
The answers will be shown at the beginning of the next session to provide feedback.
A pre-recorded teaching video input to support learning (by class teacher or a link to an external teaching video, such as Oak Academy, White Rose Hub).
Any resources that are required in the lesson will be uploaded to Seesaw and on the Active Learn platform.
All tasks to be completed in the pupil Remote Education Workbook and uploaded to Seesaw for teacher feedback.
Creative Curriculum/Science Tasks: to be completed daily
There will not be a pre-recorded teaching video input for the Creative Curriculum/Science Tasks.
Work will be set daily.
All tasks to be completed in the pupil Remote Education Workbook and uploaded to Seesaw for teacher feedback.
Additional support/learning to support and promote remote learning
Things already in place
School twitter feed is very active
School website – newsletters added weekly
School website – Remote Education links page established
Online Learning Platform - Tapestry used for Early Years
TT rock stars used widely
Purple mash used widely
Active Learn used widely
Teachers 2 parents text service used widely
September 2020 (all the above and extra below)
Parent Email used widely to communicate information
Every week, the class teacher will celebrate the class learning by sharing a summary on Twitter.
Scholastic booklets have been sent home for children to complete - these are to be completed as directed by the class teacher or in the instance of any
technical issues online.
New intake website page established/virtual open day used to post messages re: transition to new starters.
List of useful websites have been shared with parents/carers.
All passwords/log on information have been shared with parents/carers.
How to videos/Help Sheets have been shared with parents/carers.
Online Learning Platform Seesaw introduced
Online Learning Platform Spelling Shed introduced
Online Learning Platform Phonics Play introduced
Culture of celebrating home learning established: Remote Education Post Cards purchased and used to celebrate engagement with remote education
Staff logging welfare and engagement calls with parents – to ensure all SLT and DSL are up to date with all pupil/parental engagement.
Run homework through Seesaw/Tapestry and iron out any technical issues and get children used to logging in and receiving tuition through a screen.
All pupil log ins on one central document Parent Remote Education expectations created to share all the expectations TT rock stars champions established to promote and encourage engagement. Remote Education book introduced End of year pupil expectations for reading, writing and math have been shared with parents/carers. Knowledge Organisers have been shared with parents/carers. Stationary equipment purchased for each pupil Maths equipment for EYFS pupils All children sign acceptable user agreements Remote Education Expectations sheet in all books for pupils/parents Individual class pages with resources to support the following subjects on the school website Art and Design Computing Progression of skills Design and Technology Key vocabulary Geography History Statement of Practice Languages Music Physical Education Religious Education Science PSHE December 2020 Pupil Stationery Kit
Data SIMs to give to pupils who do not have access to Wi-Fi at home. Each SIM has a 30GB data allowance valid for 90 days.
January 2021
Microsoft Teams daily live registration session
To enhance the current remote education we have on offer to our pupils, we introduced a daily live session using Microsoft Teams, to further support the children’s
remote education experience at home. These began on Wednesday 20th January and are timetabled within a morning slot each day. The sessions are an opportunity
for teachers to share the learning expectations for the day and pass on key messages, and an opportunity for pupils to ask any questions.
What is Teams?
Teams is an online learning environment designed specifically for each class in our school. Please be assured that Teams is a closed learning platform, accessible only to
people with the right login details. Schools have worked very closely with Bolton ICT to ensure that Teams is a safe environment.
How to access your class Teams portal
Getting onto Teams is very easy. Here’s what you need to do:
1. Open your internet browser (Google Chrome is the recommended browser for Teams).
2. Go to teams.microsoft.com.
3. Type in your username and password – this will be emailed to you shortly.
4. …and you’re in! When you have logged on at the right time, there will be a ‘join’ button for you to click – then you’ll be in the live session with your class teacher.
Downloading the Teams apps
It’s a good idea to also download the Teams apps, which means you can access virtual classrooms on all mobile devices (Ipads, android tablets, phones, etc.) – you can
also download the Teams app onto your PC or MacBook by clicking on the sign in the bottom left-hand corner of the Teams portal.
If you need any more guidance with accessing Microsoft Teams, please access the link below for a useful video to guide you through the process:
https://learninghub.bolton365.net/knowledge-base/setting-up-teams-parents-guide/
What can I use to get on Teams?
Microsoft Teams can be accessed in a range of different ways including: a mobile phone, android tablet, IPad, laptop, computer, Xbox and PlayStation.
Timetabled Slots
Each year group has a different timetabled slot to enable pupils who are sharing devices to still be able to access the live session:
Year 5 Year 6 Year 4 Year 3 Year 2 Year 1 Reception
8:50 – 9:10 9:10 – 9:30 9:30 – 9:50 9:50 – 10:10 10:10 – 10:30 10:30 – 10:50 10:50 – 11:10
It is very important that your child attends their session everyday on time. The sessions will be recorded and added to Seesaw following the live session, which will
enable your child to listen again to the information shared during the session should they need to.
Key behaviour expectations will be shared at the start of each live session by your child’s class teacher. Please ensure that your child:
Is dressed and prepared for the session with any resources their class teacher asks them to have.
Logs in to Microsoft Teams using their own username and password and keeps their login details safe.
Keeps their microphone on mute unless directed to unmute by their teacher.
Children must not use the chat facility during the session.
Uses the ‘raise hand’ button to gain their teachers attention.
Screen Free Fridays
The coronavirus (COVID-19) pandemic is an unprecedented challenge for our school, and the traditional approach to delivering education. Learning
through a screen has now become commonplace. Studies show that screen-free activities can also have a positive impact on children’s development and
health in a wide range of areas, including social skills, physical exercise, sleep and academic performance. I would therefore like to introduce Screen Free
Fridays (afternoon session) English and Maths will still take place each Friday am. Reducing time with electronic devices will encourage our children to
read, play outside and get exercise. We have created a range of activities to show you how screen-free toys and activities will aid the development of
children in various age groups.
All activities for Screen Free Fridays do not need to be uploaded to Seesaw/completed in your child’s remote education book.
Cooking Robotify Me My Amazing Game
Make something to eat with your child. Can they Ask your child to write the instructions (an Ask your child to invent a game to play around
draw or write the instructions (an algorithm) for algorithm) for something they have done the house and write out the rules (an algorithm).
someone else to follow to recreate the dish? today. Play the game with them - do the rules explain
Algorithms are used in everyday life, such as Would a robot version of themselves be able everything about how to play?
recipes. It is just producing a set of instructions or to follow this? Is their algorithm precise Can you find any loopholes in their rules?
rules which can be followed accurately enough? Test it! Algorithms can be rules as well as a sequence of
Here your child has written an algorithm. instructions. The rules need to be precise and
Algorithms are a precise sequence of specific.
instructions or set of rules for completing a
task.
Timetable Teddy Hunt I Tell
Ask your child to create a step-by-step timetable Ask your child to hide their teddy/toy in Play the game, ‘I Tell’ with your child which is like
for tomorrow. What will they do first? Next? another room in the house. Ask them to ‘I spy’, but you use 3 adjectives to describe the
Then? Can they present their timetable in an easy draw, write or speak the instructions (an item you’re thinking of and see if the other
to read format for others to follow? algorithm) for someone to find it. They need person can guess it.
Algorithms can be presented in different ways, to be precise with their instructions if they Abstraction is about simplifying things and
here our timetable showing what we will do first, want their teddy found quickly! This activity focusing on important information. This game
second, next is an algorithm. helps demonstrate why algorithms need to be helps your child focus on the important
precise. If they are not, the teddy will not be adjectives, which describe what they are thinking
found! of.
Abstract Art Timetable 5 Word Film Game
Create a piece of abstract art with your child. Ask your child to create a timetable for Ask your child to think of a film. Ask them to
Choose an inspiration for your art (person, object, tomorrow set out as a table. What are the key describe it using 5 key words or less. Can you
view) but rather than recreating this exactly, use activities they will do? How will the day be guess the film they were thinking of?
simplified shapes to represent what you can see. structured? For example: Princess, Prince, Snowman?
E.g. triangles for trees, or an oval for a face. A timetable is an example of an abstraction as This game encourages your child to abstract as
Here your child is creating an abstraction within it contains key events but does not include they think of the key features of the film to help
their artwork. They are not trying to reproduce unnecessary detail - like ‘nipping to the toilet someone guess.
between English and Maths’!
what they see exactly, but are representing key
features with simplified shapes.
Within our Brownlow Fold community, households’ experiences vary and we encourage you to communicate any issues you have in order for us as a school to try to
support you. As you know, we have bought several laptops that we are able to loan to families on a temporary basis whilst child/ren are self-isolating to enable them
to complete home learning tasks. Securing the necessary connectivity has been a huge challenge. I am therefore delighted to inform you that as a school we have been
able to acquire data SIMs to give to pupils who do not have access to Wi-Fi at home. Each SIM has a 30GB data allowance valid for 90 days.
This free connectivity will have a hugely positive impact on the learning and help many of our children at Brownlow who are struggling to access education from home
due to a lack of connectivity. The need to keep our children connected to education has never been more important.
Together, we can ensure no child is left behind because
Together we Fly
The digital divide, including a lack of internet connection is one of the major factors that has affected pupils’ learning. It is so important that every child has the
resources required to continue their education, and this scheme will help prevent many from falling further behind.
Please can we ask that if/when your child are asked to self-isolate you do the following:
If you do not have the internet at home - contact the school office and we will give you a 30GB data allowance valid for 90 days.
If you do not have a laptop at home - contact the school office and we will loan you a laptop for the 10 day Self-isolation period.
Nursery Staff will set daily tasks that must include the following for pupils in nursery
One video per week linked to the learning for the children, explaining tasks to parents and carers and providing curriculum insight to support parents in
providing appropriate challenge and support at home. A video story – one per week to be shared with ALL EYFS children.
A weekly planning sheet focusing on the prime areas of learning with some links to specific areas of learning and the characteristics of effective learning. This
must be using the agreed school format.
Parents and Carers will:
Engage with school on a daily basis by following advice received via Seesaw, Tapestry, letters, emails or on the telephone, which will support their child’s learning
in school and at home.
Share questions or concerns with school so that these can be dealt with and support can be offered.
Support your child/ren by ensuring they set aside time each day, alongside other commitments, to support their child in accessing remote learning. This could
be helping their child to navigate suitable websites, downloading home learning from online learning platforms, emails or the school website, or sitting and
supporting learning as it takes place.
Ensure that work is uploaded to Seesaw/Tapestry on the day it is set by school staff in order to receive feedback. Any work uploaded after this day will not
receive teacher feedback.
Ensure that any apps or websites that are critical to the delivery of your child’s learning are downloaded and prepared. School will offer families support with
this if families have any difficulties.
Ensure that your child remains safe online by only allowing them to access recommended websites that school have provided, or that you yourselves have
checked have suitable, age related content.
Supervise children at all times to ensure they stay safe.
Not misuse the video content or learning shared by school by sharing this with the wider community in any way, which has not been agreed by school.
Not feel pressured to replace the teacher or be required to spend long hours 'teaching’ the subject so that the work can be done.
Ensure their child/ren complete the work in the Remote Education Workbook according to the standard expected.
Brownlow Fold Pupils will:
Complete the work set by the required deadline and to ask for help when required. Work must be completed and uploaded on the relevant platform (Seesaw or
Tapestry) on the day that it is set to receive teacher feedback. If work is uploaded after this day, it will not receive teacher feedback.
Try their best at all times with learning both in school and at home. Ask their teacher or grown-up if they need help or support.
Stay safe by only clicking on websites and links that have been agreed with teachers and parents/ carers.
Report anything online that makes them feel concerned or unhappy to their grown-up or teacher.
Never speak to anyone online that has not been agreed with your parents/ carers.
Always use your iPad or laptop in a place where you can be seen and heard by a grown-up.
Ensure work completed is the same standard as is expected whilst at school.
If any child/parent has difficulties with any of their home/school responsibilities, please communicate this with your child’s class teacher immediately so that any
issues can be resolved as quickly as possible.
Celebrating work completed at home
School will celebrate the work of children that has been completed at home remotely and share this in class, via Twitter, via the newsletter etc.Guide timetable for tasks to be completed during Remote Education
Class teachers have put together a ‘guide’ timetable of when activities should be completed at home. We are also aware that parents/carers may be working from
home also, so please use the timetables as a guide to work around your individual family’s commitments. We strongly recommend the use of a timetable as children
respond well to routine and consistent expectations.
Early Years: Suggested Remoted Education schedule for Home Learning
9.00am – 9.30am 9.30am – 10am 10am – 11.30am 11.30-12.30 11.30-12.30pm 12.30-12.45pm 12.45 – 3pm
Phonics Maths Learning Through Story time Physical Learning Through Play
Play development
Taught pre-recorded Taught pre-recorded Children to work on Lunch break and Listen to shared story Dough disco/ yoga Children to work on some of the activities sent
lesson – children to lesson – children to some of the activities opportunities for then complete talk or etc to develop gross home for the prime and specific areas of learning.
follow the phonics follow the maths sent home for the physical activities (in written outcome motor, fine motor
video and then video and then prime and specific garden or safe activity I relation to and core strength Opportunities for child led play.
complete complete areas of learning. outdoor space if the shared story.
independent activity independent activity possible)
at the end. at the end. Opportunities for
child led play.
Key Stage One (Year One and Two): Suggested Remote Education schedule for Home Learning9.00am – 9.30am 09.30am – 10.30am 10:30 – 11:00 – 12:00pm 12:00 – 12:30pm 12:30 – 1:15 – 3:00pm
11:00am 1:15pm
Phonics Maths English Additional English/maths Foundation subjects/intervention
Taught pre-recorded Taught pre-recorded Taught pre-recorded lesson – Independent study – Independent study – complete foundation
lesson – children to lesson – children to follow Physical children to follow the English complete additional Physical subject tasks using resources provided.
follow the phonics video the maths video and then activity/break video and then complete English/reading/maths activity/lunch
and then complete complete independent time independent activity at the activity e.g. time Taught pre-recorded intervention –
independent activity at activity at the end. end. comprehension, spelling children to follow the intervention video
the end. activity, times table rock activities if sent to them.
stars, maths assertive
mentoring etc.
Lower Key Stage Two (Year Three and Four) : Suggested Remote Education schedule for Home Learning
9.00am – 9.30am 09.30am – 10.30am 10:30 – 11:00 – 12:00pm 12:00 – 12:30pm 12:30 – 1:15pm 1:15 – 3:00pm
11:00am
Reading Maths English Additional Foundation subjects/intervention
English/maths
Independent study Taught pre-recorded lesson – Taught pre-recorded lesson – Independent study – Independent study – complete foundation
- reading of Bug children to follow the maths Physical children to follow the English complete additional Physical subject tasks using resources provided.
Club books on video and then complete activity/break video and then complete English/reading/maths activity/lunch
Active Learn. independent activity at the time independent activity at the activity e.g. time Taught pre-recorded intervention – children
Answer ‘quiz’ end. end. comprehension, to follow the intervention video activities if
comprehension spelling activity, times sent to them.
questions/read table rock stars, maths
feedback from assertive mentoring
teacher. etc.
Upper Key Stage Two (Year Five and Year Six) : Suggested Remote Education schedule for Home Learning9.00am – 9.30am 09.30am – 10.30am 10:30 – 11:00 – 12:00pm 12:00 – 12:30pm 12:30 – 1:15pm 1:15 – 3:00pm
11:00am
Reading Maths English Additional Foundation subjects/intervention
English/maths
Independent study Taught pre-recorded lesson – Taught pre-recorded lesson – Independent study – Independent study – complete foundation
- reading of Bug children to follow the maths Physical children to follow the English complete additional Physical subject tasks using resources provided.
Club books on video and then complete activity/break video and then complete English/reading/maths activity/lunch
Active Learn. independent activity at the time independent activity at the activity e.g. time Taught pre-recorded intervention –
Answer ‘quiz’ end. end. comprehension, children to follow the intervention video
comprehension spelling activity, times activities if sent to them.
questions/read table rock stars, maths
feedback from assertive mentoring
teacher. etc.
Upper Key Stage Two (Year Five and Year Six) : Suggested Remote Education schedule for Home Learning
9.00am – 9.30am 09.30am – 10.30am 10:30 – 11:00 – 12:00pm 12:00 – 12:30pm 12:30 – 1:15pm 1:15 – 3:00pm
11:00am
Reading Maths English Additional Foundation subjects/intervention
English/maths
Independent study Taught pre-recorded lesson – Taught pre-recorded lesson – Independent study – Independent study – complete foundation
- reading of Bug children to follow the maths Physical children to follow the English complete additional Physical subject tasks using resources provided.
Club books on video and then complete activity/break video and then complete English/reading/maths activity/lunch
Active Learn. independent activity at the time independent activity at the activity e.g. time Taught pre-recorded intervention –
Answer ‘quiz’ end. end. comprehension, children to follow the intervention video
comprehension spelling activity, times activities if sent to them.
questions/read table rock stars, maths
feedback from assertive mentoring
teacher. etc.
Online platforms to facilitate remote education and how we mark and give feedback to pupils who are learning remotely
Seesaw
KS1 and KS2 pupils are to log in daily to locate their learning for the day, and then use Seesaw to submit their work. School staff will provide written feedback
and next steps through Seesaw on the day that work has been set.
TapestryEarly Years pupils are to submit learning on Tapestry daily and early years staff will provide written feedback and next steps through Tapestry on the day that it has been set. Spelling Shed KS1 and KS2 pupils are to log in to Spelling Shed when signposted to do so through Seesaw. Work will be marked and feedback provided immediately by Spelling Shed. Maths Shed KS1 and KS2 pupils are to log in to Maths Shed when signposted to do so through Seesaw. Work will be marked and feedback provided immediately by Maths Shed. TT Rock Stars KS1 and KS2 pupils are to log in to TT Rock Stars when signposted to do so through Seesaw. Work will be marked and feedback provided immediately by TT Rock Stars. Active Learn KS1 and KS2 pupils are to log in daily to read books allocated to them and answer quiz questions. School staff will provide written feedback and next steps through Active Learn. Phonics Play Has suggestions for helping pre-schoolers prepare for learning phonics. Parents will also find lots of games and ideas to explore with children at home Homework whilst remote learning Homework will continue to be given out weekly on a Friday and is expected to have been completed by the following Wednesday. Homework consists of a weekly task from the half termly task sheet, an activity in the Maths Scholastic book, an activity in the English Scholastic book and spellings. Individual pupil 14-day self-isolation If your child is required to self-isolate for 14 days because a member of their household has tested positive for coronavirus/after a trip outside the UK, weekly home learning tasks sheets will be created and sent to pupils at home, matching in-school provision. This will be accessible through the school website on the Monday of each week your child is required to remain at home, and not through Seesaw.
Help Sheets for parents/carers Brownlow Fold staff have created various ‘Help Sheets’ / ‘How to videos’ for parents carers to support remote education. These can be accessed through the school website Online Platforms to facilitate Remote Education Seesaw – Pupils in year 1 – year 6
Tapestry (Pupils in the Early Years) All children in Brownlow Fold Nursery and Reception class have a personal online Learning Journal. A Tapestry Workshop was held which explained the following: - Logging in - Accessing the children’s learning journal - Giving feedback on school observations - Completing observations at home - Opportunity for questions.
Active Learn Help Sheet
Online Reading books and Comprehension Questions
1. Please visit the following website https://www.activelearnprimary.co.uk
2. Type in your Log in details
3. Your Teachers have set you some books to read at home. Enjoy reading them.
4. On some pages in the book you will see an alien picture, click on it to answer
questions about the text.
5. Your teacher will check your reading progress as they can look online at the books
you have read and the questions you have answered.
Useful Websites Help SheetEYFS and Key Stage 1 Bug Club Phonics Website: www.pearsonprimary.co.uk/BCPhonics Access through Active Learn Primary to Bug Club Phonics e-books, activities, shared read aloud videos and resources. Description: following the Letters and Sounds programme, Bug Club Phonics has e-books, teaching material and practice games. Floppy’s Phonics (Oxford Reading Tree) Websites: www.oxfordprimary.co.uk/floppysphonicstp https://home.oxfordowl.co.uk/reading/ for phonic guidance and practise Description: online subscription enables schools to give pupils access to materials to practise GPCs at home. Activities and advice for parents and selected e-books available. Jolly Phonics Website: www.jollylearning.co.uk Description: teaching videos covering key skills needed for reading and writing. Access to guidance and a bank of activity sheets covering phonics, grammar, spelling and punctuation. Maths Mathematics Mastery Website: https://www.mathematicsmastery.org/free-resources Description: downloadable guidance and resource packs for parents and pupils. Numberblocks Websites: CBeebies - https://www.bbc.co.uk/cbeebies/grownups/help-your-child-with-maths Numberblocks - https://www.bbc.co.uk/cbeebies/shows/numberblocks Description: videos for numeracy development, with fun activities that can be applied to everyday life and play. Top Marks Website: https://www.topmarks.co.uk/maths-games Description: a range of interactive maths games categorised by age group, suitable for parents and students to work through.
White Rose Maths (home learning) Website: https://whiterosemaths.com/homelearning/ Description: presentations and downloadable workbooks, which are easy to use for parents. New material is being released each week. Science BBC Bitesize Website: https://www.bbc.co.uk/bitesize/primary Description: interactive resources covering the primary science curriculum. Suitable for pupil/parent use. STEM Learning Website: https://www.stem.org.uk/primary-science Description: an online resource bank listing quality-assured resources on external websites. The site features a live chat function offering support from subject experts. Main resource bank suitable for teacher use. New ‘home learning support for families’ section suitable for parent use. Well-being MindEd Website: https://www.minded.org.uk/ Description: an educational resource for all adults on children and young people’s mental health. Muddy Faces Website: https://muddyfaces.co.uk/outdoor-hub/ Description: a range of health and wellbeing activities and resources that can be completed outdoors. PE Boogie Beebies Website: https://www.bbc.co.uk/programmes/b006mvsc Description: videos that get younger children up and dancing with CBeebies presenters. Disney 10 Minute Shakeups Website: https://www.nhs.uk/10-minute-shake-up/shake-ups Description: 10-minute activities based on Disney films that count towards a child’s 60 active minutes per day. Key Stage Two
Spelling Spelling Shed Website: https://www.spellingshed.com/en-gb/ Maths Mathematics Mastery Website: https://www.mathematicsmastery.org/free-resources Description: downloadable guidance and resource packs for parents and pupils. Top Marks Website: https://www.topmarks.co.uk/maths-games Description: a range of interactive maths games categorised by age group, suitable for parents and students to work through. White Rose Maths (home learning) Website: https://whiterosemaths.com/homelearning/ Description: presentations and downloadable workbooks which are easy to use for parents. New material is being released each week. Science BBC Bitesize Website: https://www.bbc.co.uk/bitesize/primary Description: STEM Learning Website: https://www.stem.org.uk/primary-science Description: an online resource bank listing quality-assured resources on external websites. The site features a live chat function offering support from subject experts. Main resource bank suitable for teacher use. New ‘home learning support for families’ section suitable for parent use. Well-being MindEd Website: https://www.minded.org.uk/ Description: an educational resource for all adults on children and young people’s mental health. Muddy Faces
Website: https://muddyfaces.co.uk/outdoor-hub/ Description: a range of health and wellbeing activities and resources that can be completed outdoors. PE Disney 10 Minute Shakeups Website: https://www.nhs.uk/10-minute-shake-up/shake-ups Description: 10-minute activities based on Disney films that count towards a child’s 60 active minutes per day. The Body Coach Website: https://www.youtube.com/playlist?list=PLyCLoPd4VxBuxu3sLztrvWFehzv-LnR2c SEND: apps and games (Apps must be downloaded onto a compatible device) Brain Parade Website: http://www.brainparade.com/products/see-touch-learn-free/ Description: a visual instruction app, including flash cards and picture-choosing games, for children with autism and special needs. HelpKidzLearn Website: https://www.helpkidzlearn.com/ Description: a collection of games and resources designed for a range of educational needs and stages. It includes provision for school closure. Sensory App House Ltd Website: https://www.sensoryapphouse.com/ Description: a range of apps are available for pupils with Profound and Multiple Learning Difficulties (PMLD) or Severe Learning Difficulties (SLD). All are interactive and many do not require significant coordination abilities. Visuals2Go Website: https://www.visuals2go.com/ Description: an all-in-one app created to support people with communication and learning difficulties. For verbal and non-verbal learners. SEND: resources for teachers and parents Anna Freud National Centre for Children and Families
Website: https://www.annafreud.org/media/11160/supporting-schools-and-colleges.pdf Description: a downloadable guide to supporting the mental health and wellbeing of pupils and students during periods of disruption. Registration: not required Do2Learn (USA) Website: https://do2learn.com/ Description: a range of downloadable resources grouped by theme. Themes include: social skills, songs and games, and picture cards. Registration: not required Inclusive Teach Website: https://inclusiveteach.com/free-printable-sen-teaching-resources/ Description: downloadable teaching resources to support pupils with SEND. Registration: not required Priory Woods School Website: http://www.priorywoods.middlesbrough.sch.uk/page/?title=Resources&pid=3 Description: resources from an award-winning, innovative school, rated by Ofsted as outstanding and put together by SEND teachers. The resources include apps and programmes. Registration: not required SEND Gateway Website: https://www.sendgateway.org.uk/whole-school-send/find-wss-resources/nqt-videos.html Description: A range of SEND guidance videos created in collaboration with the Centre for Education and Youth (CfEY) in addition to many other experts within the sector. Aimed at Newly Qualified Teachers (NQTs). SENict Activities Website: https://www.ianbean.co.uk/senict-members-resource-portal Description: downloadable activities aimed particularly at Profound and Multiple Learning Difficulties (PMLD) and Severe Learning Difficulties (SLD) learners. Registration: not required SEN Teacher Website: https://www.senteacher.org/ Description: downloadable resources that can be adapted to suit the needs of pupils. Resources are aimed at a range of abilities. Registration: not required Speech and Language Kids
Website: https://www.speechandlanguagekids.com/free-speech-language-resources/
Description: a range of education and therapy resources for speech and language problems. A podcast is also available on iTunes for verbal and non-verbal children.
Registration: not required
UCL Centre for Inclusive Education
Website: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/centre-inclusive-education/homeschooling-children-send/managing-transition-home-schooling
Description: a guide to help parents adjust to remote learning by providing advice and links to resources.
Registration: not required
Guidance and support for specific learning difficulties
Speech and Language
Always refer to your child’s most recent therapy sessions and the recommendations made by the therapist. Working on these will ensure your child continues to be
supported. Lots of exposure to language is really useful too and there are plenty of websites offering free resources.
www.twinkl.co.uk
www.elklan.couk
www.blacksheeppress.co.uk
Dyslexia
You know your child best and how they learn. This is your best tool. Some key reminders to support children with Dyslexia are:
Use highlighters to reduce time spent looking for information again
Have visual support for sounds and spellings
Use multi-sensory approaches (listening, visual and doing)
Use a ruler or bookmark to keep place whilst reading
Use a computer to record learning where possible
Break longer tasks into shorter, manageable ones
Working Memory and AttentionWorking memory is the ability to remember information that is being used now. Daily activities to strengthen the working memory are advisable. These can be fun
games that are family orientated. If your child struggles with their attention span or concentration, here are some top tips:
Ensure the environment is calm and quiet
Remove distractions
Limit time on digital devices
Plenty of rest breaks
Build time for exercise and relaxation
Brownlow Fold Early Years
Supporting your child’s learning through play at home
Supporting your child’s learning whilst at home can all be done through play! You do not need any specialist educational toys or resources; just every day toys that
your child already has, and using items creatively from around your home can be just as effective.
This document is designed to share some of the ‘learning outcomes’ or learning possibilities that you can achieve just through short bursts of play through-out the day.
Although this document can support play at all times, it will be particularly valuable if your child needs to isolate at home during the COVID19 pandemic. Please keep
this document in a safe place to refer to in the future.
Below is an introduction to the ‘characteristics of effective learning’. You could refer to these when playing with your child at home.Your role in play: The ‘starter’ - You could start the play yourself to engage and entice your child to join in. The ‘co-player’ - You could play alongside your child, listening to their suggestions and following their ideas The ‘challenger’ - You could challenge your child be offering something a little trickier in their play e.g. ‘we’ve listened to nursery rhymes and sung them…can you play a musical instrument to them now?’ You could also create a simple problem for them to solve e.g. when making a junk model car, hide the glue…is there anything else we can use to join materials instead? The ‘observer’ - Sometimes, when your child is very engrossed in their own play, or doing something really well, it can be best to step back and let them enjoy and succeed. Give them the space and thinking time that they need to explore and try new things!
Toy or items What you could do: Links to learning
- Look after baby – what does she need to keep her happy? What will she eat or drink? - Communication and language
Baby dolls or teddy bears - Sing songs to baby to help her to sleep. - Understanding of the world
- Role-play opportunities – play Mummies and Daddies copying some of the things you do as a family. - Expressive art and design
- Bath the baby, naming body parts
- Talk about how babies grow and develop – do they have teeth when they are born? Do they go to school?
- Pretend to go on a day out with baby – where will you go? Think about your favourite destinations as a family as
share photos or pictures of these from photo albums or using google.
- Doctors and nurses – has baby hurt itself? How can we make it feel better? Focus on new vocabulary – you could
play with a doctor’s kit or use real plasters/ bandages and talk about the names of these objects.
Cars and garages Sorting the cars out according to size/colour. Maths
Rolling the cars on different surfaces carpet/flooring on which surface do the cars roll faster on? Can you Understanding the world
describe the textures? Expressive arts & design
You could talk about different means of transport aeroplane/boat/lorry/bus/tractor. Have a look on google and
make a model of your favourite, using junk around the house – empty boxes/tubes/wrappers etc.
Using the garage, you could talk about positional language which car is under the bridge? Can you put the blue car
behind the yellow one?
Using the cars, you can do simple addition and subtraction. I have 2 cars you have 3; how many altogether? You
have 4 cars but 1 drives away! How many are left?
Jigsaws/board games You can practice turn taking with the jigsaw pieces as well as the board games you may have at home. Maths
You could use a timer to see how long it would take to complete the game or jigsaw puzzle Personal, social & emotional.
Use the jigsaw to extend vocabulary – name the animals on the jigsaw etc.
Water/paint and brushes This is a good activity to do outdoor. Using the water and brushes you could make marks by writing the letters of Expressive arts and design
your name/practice some letter formation using the read write ink like we do in school /number formation. You Physical development
could even pretend to be a painter by painting the walls in your garden with the water. Communication and language
This can lead to talking about different occupations what does a firefighter do? What would you like to be when
you are older? This creates an opportunity for some role-play fun!Lego/duplo bricks With the lego/duplo bricks you could build towers. Talk about who has the tallest tower, how many bricks did you Maths
use to make your tower? Can you write the number on a piece of paper to make a note of how many bricks were Understand the world
needed to make a tall tower? How many green bricks? How many yellow bricks? Etc Physical development
Build with a purpose – could you make a stable for your toy horses? A rocket to help Superman to fly when he
special powers run out? The possibilities are endless.
The smaller the bricks are, the more challenging they will be to use.
Talk about the shape and size of the bricks, and make comparisons between different bricks as you build.
You could create a model and ask your child to copy it – can your child work out which bricks they will need and
how to join these together?
This activity could lead into exploring measuring. You could measure how tall you and members in your family are
by sticking some paper on a wall and using a pencil to make a mark. Another way of doing this is with some string
if you lay on the floor and with the help of a grown-up they could use the string from your head to your toes and
some scissors to cut the string. Which member of the family is the tallest/shortest from looking at the string?
Maybe repeat this activity after a month who has grown? How much have they grown? You could use a ruler or a
measuring tape to see.
Preparing a snack What do we need to help us grow? Which foods are good for us? Which foods are not healthy? Physical development
Can you make a healthy snack? Talk about the ingredients an research how does the fruit/veg grow? How is bread Understanding the world
made? Your child could cut some fruit/veg using a knife with adult support. Maths
Look for mathematical opportunities by counting out ingredients, halving as you cut, weighing and measuring and
talking about time as things bake in the oven.
Use lots of verbs ‘mixing’ ‘pouring’ ‘stirring’ ‘eating’ ‘cooking’; many children find these difficult to use.
Talk about the importance of having a healthy body. Why do we need to brush our teeth? Why do we need to
exercise? What happens when we exercise? Why does our heart beat faster? This will help your child to
understand the importance of being healthy. You could hunt around the house for healthy and unhealthy foods.
Playdough You could make some playdough using an online recipe. Expressive arts & design
Make the activity sensory by adding vanilla extract, orage extract or mint to the dough. Physical development
Playdough is excellent to develop fine motor skills. Can you make the letters of your name using the playdough?
Make intricate models.
Explore using tools – things such as the end of a pencil, child friendly scissors, a potato masher, etc can all be used
to explore texture and pattern.
Dough gym is fun, put some music on and use your fingers and playdough to move to the music. Here is link to
give you an idea
https://www.youtube.com/watch?v=o9D5lfqZF3oBooks Read for pleasure – choose some of your child’s favourite stories and share these. Stop and pause at different Literacy
points, asking ‘what will happen next?’ ‘what is this character doing?’ ‘Where is the character now?’ Talking about Communication and language
settings, characters and events from the story are really important skills to develop.
Begin to use books to explore reading. Can your child find certain words or letters on the page? As their phonics
knowledge develops they may be able to read simple words and sentences with a grown-up.
Talk about the pictures – what is happening? Link this to things you may have done at home or experiences you
have shared. For example, when reading The Gingerbread Man, you could talk about the things you have baked at
home.
Retell the story using your own words – oral story telling is an important skill. You could even do this by dressing
up or drawing pictures to make this really interactive and fun.
Art and crafts (pencils, Allow your child to explore – trial and error is a great way to learn. Expressive art and design
glue, glitter, paints, Model how to use scissors as this can be a tricky skill to develop Physical development
Encourage your child to go back and make their work even better – how can we improve it?
scissors, tape, paper etc)
Colour mixing to explore how colours can change.
Representing objects by drawing them carefully. It can help if you provide a photo or picture of the objects they
are drawing on your phone.Please make use of the free Family Learning curriculum offer in Bolton, which is funded by Bolton Council to provide a service for families in need of support to improve educational attainment and parental involvement in schools. This opportunity is particularly important in the current climate with parents’ increasingly being required to support their children with learning at home. This service is delivered by Bolton College and offers courses delivered by qualified primary school teachers that enable parents and carers to get fully involved with their children’s learning. https://www.familylearningfestival.com/
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