Remote Education Provision Self Review February 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Remote Education Provision
Self Review
February 2021Leadership
School leaders have a clear vision and approach for remote education, and maintain awareness of any issues or barriers related to effective delivery.
Scoring
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there are Identified gaps but a plan is In the process of Practices and systems are Practices and systems are
major gaps. being developed to address implementing systems and in place with minor gaps. fully embedded, and there
them. practices to address this. are examples of best
practice.
Score Potential actions and
Approach Strengths Gaps
(1 to 5) resources if score is 1 or 2
Remote education plan A ‘Remote Education Provision
2020-21’ plan has been compiled To help develop your remote
There is a plan in place for remote and made available to all parents, education plan:
education and a senior leader with staff and governors via our
overarching responsibility for the website, newsletter and various The EdTech Demonstrator
quality and delivery of remote meetings. Programme provides resources to
education, including that provision support schools and colleges. This
meets expectations for remote Joe Brady ( AHT) has overall includes short videos developed by
education. responsibility for Remote 4 schools and colleges, and
Education, working closely with guidance on how to embed digital
The plan is underpinned by high
Graham Kingaby (Network technology to support remote
expectations to provide the quality
Manager) and Adrian Brandwood education.
delivery of a planned curriculum for
(Leader of Strategic Group).
all (including vulnerable children and GOV.UK has brought together
Through all consultations and
children with SEND), which is school-led webinars to share best
documentation, it is abundantly
aligned as close as possible to the practice in setting up remote
clear we have the highest
in-school curriculum. expectations of all, from all. education.Remote education plan
There is a plan in place for remote
education and a senior leader with For guidance on how to remain
Continue to refine the
overarching responsibility for the cyber-secure, please refer to
Every subject is delivering the support provided to SEND
quality and delivery of remote Cyber security in schools:
planned curriculum, with the pupils to enable them to
education, including that provision enjoy and succeed. questions for governors and
exceptions of PE, Technology and
meets expectations for remote trustees.
Art.
education. 4
Read the guidance on actions for
The plan is underpinned by high Teachers are reminded at every schools during the coronavirus
expectations to provide the quality Monday staff meeting about Continue to monitor and outbreak and refer to Oak National
delivery of a planned curriculum for appropriate pedagogy associated support the quality of Academy for help to deliver a
all (including vulnerable children and with Remote Education. provision in identified planned curriculum for all.
children with SEND), which is subjects.
aligned as close as possible to the
in-school curriculum.
All parents know what is
expected of their child and of
Ensure governors, staff, parents
them as a parent. Parents are
and carers are aware of the
provided with details re:
Collate and discuss all school’s remote education
Communication Contact details provision by maintaining regular
parental replies and e
Attendance communication and providing
mails.
Governors, staff, parents and carers Child’s Timetable 5 updates on any changes to the
Make adjustments to provision.
are aware of the school’s approach Timings and Hours
arrangements and
and arrangements for remote
Engagement organisation as GOV.UK provides guidance to
education.
Feedback appropriate. support schools to publish
Help with Technology information about their remote
education provision on their
Help with FSM vouchers
websites for parents.
Concerns over COVID.Communication Every parent, member of staff The Education Endowment
and governor receives a Foundation has provided a guide
newsletter every Monday for schools on how to
Governors, staff, parents and carers
which summarises the latest communicate with parents during
are aware of the school’s approach 5
news re Remote Education. coronavirus (COVID-19).
and arrangements for remote
education. In addition, every parent
receives a more personal e
mail from their respective
Progress Leader every Friday.
Monitoring and evaluating SLT continue to have close
contact with all staff via
The school has systems in place to weekly Teams meetings. Good, Continue to monitor
monitor the impact of remote regular communication is workload with occasional GOV.UK provides the following
education. This includes: essential. staff questionnaire. guidance:
• understanding the impact Accurate records are • recording attendance in
maintained of staff attendance. relation to coronavirus
on staff workload and how
Any member of staff who (COVID-19) during the
to mitigate against it
highlights workload issues is
• staffing changes immediately supported. One 2020 to 2021 academic
4
• having access to subject has made teaching / year
appropriate management grouping changes to • actions for schools during
accommodate staff illness. Wellbeing issues treated
information (such as staff the coronavirus outbreak
seriously and sensitively.
and pupil sickness and SLT always discuss • remote education good
One positive has been
absence data) to help the Safeguarding/ Staffing the Remote Parents’ practice
(welfare) at weekly meeting.
school respond to changing Evenings and almost
Reference made to EEF
contexts universal approval from
resources and GOV.UK
staff and parents.
materials.Remote education context and pupil engagement
The school understands the remote education context of pupils, and plans its provision to ensure pupils can remain engaged in education.
Scoring
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there are Identified gaps but a plan is being In the process of implementing Practices and systems are in Practices and systems are fully embedded,
major gaps. developed to address them. systems and practices to address this. place with minor gaps. and there are examples of best practice.
Score Potential actions and
Approach Strengths Gaps resources if score is 1 or 2
(1 to 5)
School has made considerable
improvements in home learning
Home environment since first lockdown. Increased use The EdTech Demonstrator
of teams and live lessons has Programme’s remote education
The school is aware of the learning provided pupils with much needed roadmap supports schools to adapt
environment in the home and works routine and ensured that as far a their remote education provision
with parents and families to possible the curriculum has been depending on a pupil’s home
understand and ensure that pupils followed as it would have been if environment.
will be able to access education at school had been open. Where pupils might lack digital
home. access to support the school’s
Giving individual feedback is remote education provision, schools
Teachers have used a wide variety a challenge over live lessons.
The school supports pupils on how of approaches and these have been should refer to the get help with
to self-regulate during remote A small minority of pupils technology during coronavirus
shared during staff meetings and 4
education, including: have struggled with (COVID-19) guidance for support on
departmental meetings. motivation during online providing pupils with laptops,
• understanding their strengths lessons. tablets and internet.
and weaknesses to improve Regular pastoral communication via The Education Endowment
their learning progress tutors and progress Foundation provides a
leaders. metacognition and self-regulation
• how to learn from home toolkit on how schools can support
Parents’ evenings have continued pupils to plan, monitor, and
• how to manage their time online and have given staff an evaluate specific aspects of their
during periods of isolation opportunity to discuss issues raised learning.
during lockdown directly with
parents.Laptops, tablets and internet
access
Where technology is used to
Where digital approaches are used, support remote education, the
leaders are aware of any limitations Pupils with barriers to accessing EdTech Demonstrator Programme
to access to the internet, and suitable ICT were identified by a offers resources on how to set up a
devices, for pupils which impact on questionnaire and all pupils who Staff and pupils require virtual classroom and how to embed
remote education provision. Leaders needed support now have access continued and sustained technology into teaching practice.
have made suitable alternative to laptop. training on use of TEAMS and
5
arrangements to minimise the impact various associated applications Where pupils might lack digital
of these limitations, either by Staff have distributed other such as the class notebook access, schools should refer to the
providing pupils with devices and/or resources to families and ensured and assignments functions. get help with technology during
internet access or ensuring that everyone has access to coronavirus (COVID-19) guidance
appropriate offline provision where Microsoft teams and Firefly. for support on providing pupils with
pupils without access are considered laptops, tablets and internet.
vulnerable and are expected to come
into school.
Supporting children with SENDCo has arranged TA support
The EdTech Demonstrator
for pupils with additional needs.
additional needs Programme has made a range of
SEND resources available for
Children and young people with high All staff are informed of needs of schools and colleges, including
needs, including disadvantaged SEND pupils they are teaching and webinars on how to support pupils
pupils, SEND and vulnerable pupils, any specific difficulties they may Support videos for parents on
with SEND.
have the right structures and have accessing online work website on using teams and
provision in place to help remote other useful applications. 4 The guidance on actions for schools
education. Suitable technology has been during the coronavirus outbreak
provided to support SEND pupils Links to relevant staff etc. provides guidance on how schools
This includes guidance for parents
should support pupils with SEND
and carers on how to effectively
and vulnerable children.
support remote education, and SENDCo and Tas have been in
ensuring pupils have access to the regular contact home including Oak National Academy provides
right hardware and software to with parents and have updated resources for teachers to support
support their needs. EHC plans and carried out pupil children with additional needs.
reviews during lockdownAdvice on how schools should
Attendance to online lessons is monitor engagement is
Monitoring engagement monitored by the teacher and any Staff are not always aware of highlighted in the remote
absences are recorded on a a pupil who may have a education expectations guidance.
The school has systems for checking
system that automatically informs legitimate reason for missing
daily whether pupils are engaging parents, progress leaders and EdTech Demonstrator networks
a session. Explore ways of 4
with their work, and informs parents relevant staff. have produced a range of
enhancing communication
and carers immediately where between home, school and webinars and tutorials, including
engagement is a concern. staff. sharing advice and top tips on
Progress leaders inform staff if a
ways to monitor and evaluate
pupil will be absent a lesson.
progress.
Pupil digital skills and literacy SENCO and teaching assistants Where technology is used to
are currently investigating support the school’s remote
The school supports pupils where software to enable Text – Voice. education provision, schools
Support videos on website on
necessary to use technology Training videos have been placed should consider providing
using teams and other useful 3/4
effectively for remote education, on Firefly on how to use practical support and guidance to
applications.
including assistive technologies for teams/Firefly and other online pupils on how to use the
pupils with SEND. platforms technology.Curriculum Planning and Delivery
The school has well-sequenced curricula that support ‘hybrid’ teaching, where some children are taught in class (such as vulnerable
children and children of critical workers) and others at home, and has the relevant resources in place to deliver the curriculum
remotely.
Scoring
1. Identify 2. Develop and 3. Implement 4. Embed 5. Sustain
plan
Not yet in place or there are Identified gaps but a plan is In the process of Practices and systems Practices and systems are fully
major gaps. being developed to address implementing systems and are in place with minor embedded, and there are
them. practices to address this. gaps. examples of best practice.
Score Potential actions and
Approach Strengths Gaps
(1 to 5) resources if score is 1 or 2
Minimum provision
School sets work that is of
equivalent length to the core ‘Normal’ school day … Remote education expectations are
teaching pupils would receive in timings and lengths of
highlighted in actions for
school in an appropriate range of lessons remain as per normal At this stage no obvious
timetable and provide clear schools during the coronavirus
subjects, and as a minimum: gaps in delivery.
structure to support home- Monitoring of all subjects outbreak.
schooling. 5
indicate that Teams ‘live’
Key stage 1: 3 hours a day, on GOV.UK has brought together
lessons delivered across
average, across the school the curriculum including school-led webinars to share best
All year groups …
cohort, with less for younger more practical subjects practice in setting up remote
5 x 50 – 60 minute ‘live’
children lessons per day. e.g. education.
Key stage 2: 4 hours a day PE, Art, Music, Technology.
KS3 4-5 hours per day KS4
Key stages 3 and 4: 5
5-6 hours per day
hours a dayCurriculum planning Subjects continue to deliver the GOV.UK provides resources on
planned curriculum as if pupils remote education good practice and
The school has a clear, well- were in school. how to adapt teaching
sequenced curriculum that supports Obvious modifications practice for remote education.
pupils both in class and remotely. The remote curriculum is applied as required for
identical to the one taught in subjects delivering
school. practical aspects of their 4/5
This could include a remote curriculum e.g. The Education Endowment
Science, PE, Art, Music,
curriculum that is identical to the Foundation provides a support
Critical/key worker pupils in Technology
one taught in class, one that is school and pupils working guide for schools designed to help
similar but adapted or one that is remotely experience the same teachers and school leaders support
completely different. curriculum/lessons their pupils during remote education.GOV.UK provides:
Curriculum delivery
Survey on department remote
The school has a system in place guidance on accessing
provision, including curriculum-
to support remote education, aligned resources indicated a and buying resources for
using curriculum-aligned, wealth of materials and remote education
resources. resources accessed. resources on remote
Ongoing input from staff. education good practice
Continual sharing ideas
guidance on how to
and best practice to
Where remote education is taking ensure all colleagues access and set up online
place, it should include making good progress, digital platforms to
recorded or live, direct All departments adept in use of including Teams and support delivery
teaching time from the school Microsoft Teams and able to other applications e.g. Oak National Academy
deliver live lessons, including Oak National Academy, provides resources and
or other educational
direct teaching using OneNote, SENECA (Premium), 4/5
providers (such Oak National guidance on how to map
visualiser, auditorium etc.
Academy), and time given for OneNote, BBC Bitesize, resources to a school’s
pupils to complete tasks and Self-produced videos, existing curriculum.
PowerPoints and other
assignments independently. resources embedded in RNIB Bookshare, which was
Firefly, Pearson Active
established through DfE’s pilot
Learn, Hegarty Maths,
Dr Frost Maths, load2learn, is providing on- demand
The school uses a digital platform
Mathsteacher hub access to over 350,000 accessible
to support effective Microsoft Teams is the preferred
digital platform, supported by digital books for schools - free for
communication and accessibility
the school VLE Firefly. any pupil with dyslexia or visual
for all pupils, including those with
impairments.
SEND.Formative assessment
and feedback is strong
with a variety of
resources used e.g.
Whiteboard.fi
MS Forms
Kahoot Hegarty Maths Dr GOV.UK provides guidance on:
Assessment and feedback Frost Maths quizlet.com
plickers.com • assessing pupil progress
The school has a plan in place to Survey of individual forms.google.com and providing feedback in
gauge how well all pupils are department approach to the remote education
nearpod.com
progressing through the feedback & assessment
tinkercad good practice guidance
curriculum using questions and indicated a variety of
other suitable tasks. strategies including in the musicca.com • assessments and exams
lesson itself and via extended 3/4
edu.bandlab.com
The school provides feedback, at tasks. The EdTech Demonstrator
Firefly tasks etc.
least weekly, using digitally- Programme provides online
but the next step is to
facilitated or whole-class feedback training videos for schools on
where appropriate. consider how to best
effective assessment and
undertake summative
feedback.
assessments across all
curriculum areas.Capacity and capability
Schools support staff to deliver high-quality remote education.
Scoring
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there are Identified gaps but a plan is In the process of Practices and systems are Practices and systems are
major gaps. being developed to address implementing systems and in place with minor gaps. fully embedded, and there
them. practices to address this. are examples of best
practice.
Score Potential actions and
Approach Strengths Gaps
(1 to 5) resources if score is 1 or 2
SLT familiar with the Review
your remote education provision The Education Endowment
white paper published Jan 2021 Foundation provides a support
and have identified the guide for schools designed to
strengths and areas for help teachers and school leaders
Effective practice improvement in Broughton’s support their pupils during
remote education provision and remote education.
are aware of resources that can
Senior leaders are aware of all the help teachers improve their GOV.UK provides a good practice
guidance and ensure wider practice. 4 guide to support schools in their
teaching/school staff are aware of delivery of remote education.
(and how to access) resources
Collaborative approach The EdTech Demonstrator
available to support remote
employed to plan for the
teaching. Programme provides guidance on
embedding of a sustainable
how to use online platforms and
strategy for remote education
considering all resources, including for children
with SEND.
six categories within the
framework.Remote Education Provision
2020-21 policy produced
providing clarity and
transparency about what to
expect from remote education
when national or local
restrictions require entire
cohorts (or bubbles) to remain
at home.
Effective practice Broughton staff guidelines for
remote learning produced 4
based on the guidance, shared Further CPD sessions to
Senior leaders are aware of all
on website and via email share growing expertise
the guidance and ensure wider
February 2021 (CM/SLT): amongst teachers.
teaching/school staff are aware
of (and how to access) resources • Staff Guidelines for Remote
available to support remote Learning Exploration of teacher and
teaching • Parent Guidelines for pupil camera use.
Remote Learning
• Pupil Expectations for
Remote LearningFurther CPD sessions to
CPD sessions on the best use of share growing expertise
Teams for remote learning amongst teachers.
delivered September 2020 (JP)
and November 2020 (RW)
Firefly training throughout The EdTech Demonstrator
Summer 2020. Programme provides advice,
guidance and practical support
Staff capability for teachers on how to deliver
Blended Learning via Teams
good remote education. This
Staff have access to the digital document produced and shared
includes guidance on how to use
resources and tools (for example, by RW.
online platforms and resources,
textbooks, workbooks, platforms, including for children with SEND.
devices and internet) they need to Sharing good practice session
teach and support pupils remotely. delivered for whole staff RNIB Bookshare, which was
January 2021 (SS) outlining established through DfE’s pilot
Where used, staff have the techniques and useful load2learn, is providing on-
appropriate training and support to programs. demand access to over 350,000
use digital tools and resources, accessible digital books for
including how to ensure they are schools, colleges and universities,
Repeated sharing of good
accessible for pupils with SEND. practice via staff teams and free for any pupil with dyslexia or
Where possible, the training email to ensure iterative Additional equipment visual impairment.
provided is sustained and iterative process. (visualisers/screens/ pdnet provides free training
to ensure staff continue to support cameras) purchased to events for teachers and
effective teaching practice Additional computers/laptop for enable teachers to deliver professionals on augmentative
remotely. pupils to supplement the ones even better remote and alternative communication
lessons.
provided by the Government. technology to support pupils with
SEND.
All pupils to have access to
the premium version of
SENECA Learning and Year
7 to have access to
BEDROCK Learning.Catch-up funding allocated for
subscription to online materials
to enable all staff to deliver all
elements of the planned
curriculum. Purchase of diagnostic
Staff capability online assessments to
Some, including SEND, pupils to
Staff have access to the digital identify starting points,
access catch-up literacy in Years
resources and tools (for example, gaps in knowledge and
7, 8 and Targeted academic
textbooks, workbooks, platforms, understanding, as well as
support
devices and internet) they need to progress tests.
teach and support pupils remotely. Teaching Assistant support
All relevant data to be
wherever possible identified by
Where used, staff have the provided to relevant staff
SG.
appropriate training and support to to assist with lesson
use digital tools and resources, Specialist software packages to planning and
including how to ensure they are support individual pupils and intervention/targeted
accessible for pupils with SEND. suitable technology to assist any support.
particular SEND pupil who is
Where possible, the training learning at home.
provided is sustained and iterative
Regular communication with
to ensure staff continue to support
home to monitor progress and
effective teaching practice areas for improvement.
remotely.There are several school-to-school
Each department using Some use of additional support networks which you can
recommended subject-specific tutoring services to address make use of, including:
software packages. gaps. • The EdTech Demonstrator
Programme for advice and
Use of video/audio recordings Use of local Maths, English guidance on remote education,
Strategic partnerships made by teachers, BBC Bitesize, and Computing hubs to including how to embed
Oak National Academy lessons. support learning. technology into teaching
The school is sharing best practice
and making best use of capacity practice, and how to embed
Use of available websites either practice across MATs
across schools to address any
supporting the teaching of 3
known gaps, including via • Maths hubs to improve maths
specific subjects, e.g. Hegarty
established school-to-school education
Maths or aids to assessment,
support networks like the EdTech e.g. Bedrock Learning. • English hubs to improve
Demonstrator Programme and teaching of phonics, early
curriculum hubs.
Sharing of good practice at half language and reading in
termly Teaching School Alliance reception and year 1
meetings. • Computing hubs to improve the
teaching of computing and
increase participation in
computer scienceCommunication
The school maintains strong communication with pupils, parents and carers, and continues to work effectively with other third parties.
Scoring
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there are Identified gaps but a plan is In the process of Practices and systems are Practices and systems are
major gaps. being developed to address implementing systems and in place with minor gaps. fully embedded, and there
them. practices to address this. are examples of best
practice.
Score Potential actions and
Approach Strengths Gaps
(1 to 5) resources if score is 1 or 2
Remote education expectations
Realistic expectations of Information on the website is are highlighted in the actions for
pupils, parents and carers clear and concise. This includes: schools during the coronavirus
• Remote Education Policy
outbreak
Parents and carers have clear
guidance on how to support pupils • Details of Remote Education GOV.UK has brought together
at home, and how this is aligned provision school-led webinars to share best
to the remote education • Clear expectations of parents practice in setting up remote
information required to be • Clear expectations of pupils Opportunity for education.
published on the school’s website. • Clear expectations of staff Pupil/Parent questionnaire
4 The school workload reduction
Regular reminders to parents on aspects of Remote
toolkit provides example
and pupils via weekly newsletter Education.
communication policies and email
Pupils understand the and Progress Leader emails.
protocols.
expectations on how many hours
they should be learning and how The ‘Remote Education Provision’ The Education Endowment
to participate in remote education document has also been emailed Foundation has provided a guide
(for example, how to submit to all parents. for schools on how to
assignments). communicate with parents during
coronavirus (COVID-19).A weekly newsletter includes
examples of pupils’
work/participation along with
updates of activities taking place
in and out of school.
All pupils are invited/involved in
at least one ‘catch up’ session Peer interaction is
School community events especially important to
with their tutor.
Pupils are given regular pupils.
Encourage/extend the use 4
opportunities to attend and There is regular (weekly)
participate in shared, interactive of the ‘together’ element
communication with pupils and on Teams enabling
lessons and activities to maintain a parents from Progress Leaders. teacher/pupils to interact
sense of community and belonging,
visually/orally.
especially disadvantaged and SEND
All pupils are encouraged to be
pupils. active participants (via. ‘chat’ or
oral discussions) in all lessons.
Staff are mindful of the need to
encourage and recognise the
contributions from
SEND/Disadvantaged pupils.Safeguarding and wellbeing
Teachers and leaders understand how to maintain effective safeguarding arrangements whilst also providing high-quality remote education and
supporting pupil wellbeing.
Scoring
1. Identify 2. Develop and plan 3. Implement 4. Embed 5. Sustain
Not yet in place or there are Identified gaps but a plan is In the process of Practices and systems are Practices and systems are
major gaps. being developed to address implementing systems and in place with minor gaps. fully embedded, and there
them. practices to address this. are examples of best
practice.
Score Potential actions and
Approach Strengths Gaps
(1 to 5) resources if score is 1 or 2
Safeguarding policy up-to-date
and approved by governors,
including Addendum for COVID
Ensuring safety as recommended by LCC Schools GOV.UK provides guidance on
Safeguarding Team. safeguarding and remote
There are clear safeguarding
protocols in place to ensure DSL latest update training education during coronavirus
18/1/2021 (COVID-19).
pupils are safe during remote 5
education. It is essential to have Schools should also refer to
and communicate clear reporting Regular contact with all parents
statutory guidance for schools
routes so that children, teachers, and pupils. There is universal
and colleges on safeguarding
parents and carers can raise any provision for all pupils and
families to ensure every pupil children.
safeguarding concerns in relation
has been contacted every week
to remote education.
by Progress Leaders, Progress
TutorsWeekly progress tutor TEAMS
meetings with every pupil.
If pupil does not attend that
meeting, referred to PL who
messages pupil.
If no response to that message,
second message/contact to
include parents/carers.
ALL recorded on CPOMS.
Communication channels
• via Firefly messages, to
classes and/or individual
pupils
Ensuring safety
• Emails, PL to parents at
There are clear safeguarding end of each week,
protocols in place to ensure template so common
format. 5
pupils are safe during remote
education. It is essential to have • Phone calls include
and communicate clear reporting welfare checks, including
routes so that children, teachers, attendance (includes key
workers/ pupils attending
parents and carers can raise any
school) (BB and LSAs)
safeguarding concerns in relation
to remote education. • Newsletter. Message from
Headteacher, regular
reminders about
communication between
school and home. Any
issue, contact him or
appropriate person (if
known)
Pupils and parents have access
to the ‘Where to go for help’ for
external support. This includes
online safety.This is prominently signposted
on school website and Firefly.
Regular items in school
newsletter about different
agencies / services who offer
help and support in local
community, offering remote
support
In addition, online safety
newsletter attached to school
newsletter
Teachers/Support staff are kept
Ensuring safety informed any safeguarding/well-
being concerns.
There are clear safeguarding
• SLT, DSL, safeguarding first
protocols in place to ensure
item on agenda at weekly 5
pupils are safe during remote meetings
education. It is essential to have
• PL meetings weekly, discuss
and communicate clear reporting
any pupils causing concern
routes so that children, teachers,
• Encompass – police
parents and carers can raise any
information, sharing re,
safeguarding concerns in relation
Domestic Violence
to remote education.
• MASH -Multi Agency
Safeguarding Hub – share
concerns re: safeguarding
incidents
• Schools Safeguarding Service
advice line – used if advice
sought for individual
situations
CPOMS is used to record all
communication / welfare checks
with pupils and families. Relevant
staff alerted, DSL, PL, HTTEAMS lessons recorded to
following safeguarding
procedures for staff and pupils
Incidents reported and dealt with
straight away.
• School filtering systems in Chat areas – pupils having
own chats that are not GOV.UK provides guidance on:
place
Online safety linked to lessons.
• IT staff liaise with PLs, SLT
If the school chooses to provide Reminders to staff to • safeguarding and remote
regarding inappropriate use
remote education using live of IT monitor chat and respond education during
to any misuse 4
streaming and pre-recorded videos, coronavirus (COVID-19)
appropriately, for example,
teachers understand how to keep Settings on TEAMS ensure pupils • teaching online safety in
remove from lesson,
children safe whilst they are online. can only enter meetings/lessons
contact parents, inform PL, schools
of their classes. follow acceptable use of
ICT guidance
Staff made aware of how to
‘keep control’ of lesson and what
actions to take to keep
themselves and pupils safe via
TEAMS briefings, email, video
sharing good practice.
Weekly welfare calls – to Tutor time catch-ups have
identified groups. (via system replaced assemblies.
Wellbeing described in section 1) Consider year group
Leaders, teachers and pupils are assemblies to promote
aware of how to spot potential Tutor meetings and PL weekly health and well-being –
emails to each year group share ideas/resources GOV.UK provides advice on
wellbeing or mental health issues 4
include options about who to related to positive thoughts
and how to respond. supporting pupil wellbeing
contact if more personal contact and activities, ways of
managing loneliness during remote education.
There are regular catch ups with required (e.g., GD Y10).
pupils, one to one and via
assemblies, particularly for those
‘Where to go for help?’ includes Explore resources offered
that are most vulnerable. range of support services both in by KOOTH for staff training
and out of school and how to and direct work with pupils
access them.Pupils contacted via
Firefly/emails/PL/PTs if wellbeing
concerns raised.
Wellbeing
Pupils have access to Colette for
Leaders, teachers and pupils are wellbeing support – Counsellor. Ensure ‘Where to go for
aware of how to spot potential help’ is updated weekly so
wellbeing or mental health issues that pupils and families are
SEND pupils and parents
and how to respond. signposted to latest local
supported by SENDCO/ LSA’s
help offer 4
and specialist teachers via email,
There are regular catch ups with
chat, ZOOM, TEAMS
pupils, one to one and via Pilot Thinking Reading
assemblies, particularly for those Intervention delivered
that are most vulnerable. Praise and rewards high priority
remotely (HH)
to raise confidence and self-
esteem.
• ClassCharts
• Praise postcards
• School newsletter
GOV.UK provides guidance to
Data management The school have an appointed support schools:
The school has appropriate data Data Protection Officer to ensure
management systems in place
appropriate data protection • with data protection activity,
systems are in place. All staff are including compliance with
which comply with the General
updated annually to ensure
Data Protection Regulation (GDPR). compliance is in place. GDPR to be cyber secureTeachers set out expectations
at the beginning of every
lesson.
Reinforced by PL through
assemblies/messages using
Firefly
Incidents of inappropriate
Behaviour and attitude behaviour are dealt with by
teacher and if necessary, GOV.UK provides guidance on
There are clear rules for behaviour PL’s/parents informed. Clarity of expectations for
during remote lessons and remote learning for both 4 behaviour expectations in
Recorded on CPOMS.
activities. Pupils know them and pupils, staff and parents schools.
teachers monitor and enforce them.
ClassCharts routinely used to
record both negative and
positive behaviour.
Parents/carers informed same
day for non-attendance at
TEAMS lesson via alert from
ClassCharts.You can also read
