Remote Learning Plan - January 2021 - Tetney Primary School

Remote Learning Plan - January 2021

Our remote learning plan has been put in place based on both what worked well during the summer term of 2020 and on what we learnt during the period. We
have also used research from the Education Endowment Fund (EEF, Remote Learning: Raid Evidence Assessment, 2020) to help us formulate this plan. The
plan is designed to make any transition from learning in school to remote learning as seamless as possible and to ensure that remote learning is as effective
as possible.

School has set up accounts for all parents on Class Dojo. This will provide parents and teachers the opportunity to communicate during the event of pupils
self-isolating, the closure of class bubbles or of the school. For children in Willow Class (Reception), parents also have access to Tapestry. For children in the
rest of the school, login details have been set up using Google Classrooms. This will provide the main focus for our remote learning strategy.

This plan will be implemented in the following instances:
           ❖ An individual is off school for a short time (awaiting test results, isolating due to a member of the same household testing positive etc.);
           ❖ A whole class is self-isolating; or
           ❖ The entire school is closed (except for key worker children).

During remote learning due to the national lockdown that begun 5th January 2021, we aim to:
    continue to teach our children the planned curriculum, covering as many subjects as can be appropriately taught remotely – some adaptations have
       had to be made (e.g. reduced number of science experiments and use of online videos to lead PE lessons);
    ensure planned sequences of lessons / activities enable children to build upon prior knowledge – we will be teaching the same curriculum remotely as
       would have been taught in school;
    use a combination of instruction and activity, differentiated to meet the needs of all learners;
    adapt provision for children with SEND;
    use high quality online and offline resources;
    have high expectations for the quantity and quality of the work our children produce;
    provide meaningful feedback to children so they can improve their understanding of the work that has been completed;
    ensure all children have opportunities to engage with teachers, where possible, daily; and
    provide the best education and care we can under unusual and challenging circumstances.

When implementing strategies to support pupils’ remote learning, or supporting parents to do this, the key things to consider include:
   Teaching quality is more important than how lessons are delivered.
   The use of technology, in particular learning platforms, can support teaching and learning.
   Peer interactions can provide motivation and improve learning outcomes.
   Supporting pupils to work independently can improve learning outcomes.
   Different approaches to remote learning suit different types of content and pupils.

Resources that will be used
                        Name                                   Which pupils will access it                              Curriculum target area
 Tapestry                                            EYFS                                                 All
 Google Classroom                                    KS1 and KS2                                          All
 (including, where appropriate and chosen
 carefully by teachers, links to Oak National
 Academy, White Rose Maths and BBC Bitesize
 resources)
 Oxford Owl                                          EYFS and KS1                                         English
 SPAG.com                                            All                                                  English
 Accelerated Reader                                  Year 2 to Year 6                                     English
 Lexia                                               KS1 and KS2                                          English
 Times Tables Rock Stars                             Year 2 to Year 6                                     Maths
 White Rose                                          Year 1 to 6                                          Maths
 Oak National Academy                                All                                                  All
 Other websites and resources will be used where
 appropriate

Provision for children with limited access to online learning
Where a family does not have the relevant equipment at home to facilitate remote learning, we take the following approaches to support pupils in accessing
their remote education.

   1. School will provide a daily remote learning pack of printed resources from Tapestry / Google Classroom. These can be picked up from the school office
      each day or once a week, depending on which is more convenient. Paper will be stored in separate folders, in line with our COVID-19 risk assessment.
      Completed work can then be photographed and emailed to teachers, or brought back into school to be marked by teachers (once it has been safely
      and securely stored for 3 days, to avoid cross-contamination).

2. Hardware (e.g. a laptop / Chromebook / tablet) can be loaned from the school to a household, after signing an agreement. Further information can be
      found by emailing the school office – enquiries@tetney.lincs.sch.uk. These devices are all internet-enabled, allowing access to our remote learning
      provision.

The remote curriculum: what is taught to pupils at home
                               Ongoing support                                                               Safeguarding and SEND

 Class teachers will upload daily work / assignments to Tapestry / Google         Class teachers will make contact with parents and children using Tapestry /
 Classroom for the pupils to access remotely, which is linked to the learning     Google Classroom and, if further contact is required, through Class Dojo.
 that would have been happening in the classroom.
                                                                                  Generally, contact with pupils will be carried out through Tapestry / Google
 This will include Maths, English and the wider curriculum.                       Classroom and contact with parents will be through Class Dojo.

 The work / assignments may be links directing pupils to other platforms, e.g.    If a child is vulnerable in any way, the DSL will ensure that appropriate
 White Rose Maths, Oak National Academy or BBC Bitesize. This recorded            agencies are notified and arrange for regular safe and well checks via a
 teaching includes video and audio produced by other teachers.                    phone call from the DSL.
 Cornerstones will continue to be used for broader curriculum work, allowing
 a continuation of learning that would take place within the classroom.           Those not engaging with remote learning will receive a phone call from the
                                                                                  class teacher to discuss any obstacles and to provide support. More phone
 We will not be setting long-term project work to be completed over a number      calls will be carried out if necessary, and the headteacher will speak to pupils
 of weeks.                                                                        to support their engagement if required.

 Pupils submit their work / assignment for teacher feedback. This feedback        All parents and pupils will be contacted at least once a fortnight through a
 will celebrate success, provide next steps or give support as required using     phone call, to discuss arrangements, successes and any concerns.
 Tapestry / Google Classroom to ensure learning is secure. Class teachers
 will send work back that is not of a satisfactory standard, with guidance on     Pastoral support will be offered to vulnerable children. This may be through
 how to improve (as would happen in the classroom, in line with our marking       Class Dojo, Google Classrooms or additional phone calls from the SENDCo.
 policy).
                                                                                  For pupils with SEND, we will work with families to ensure work is
 Class teachers will be available via Tapestry / Google Classroom / Class         appropriate and manageable.
 Dojo so that any issues can be discussed.

 We will not be doing ‘live teaching’ (where lessons are taught online by class
 teachers, directly to pupils).

 Each class teacher will host a weekly Zoom call, allowing the pupils to
 discuss any concerns, share thoughts on the week’s work and socialise with
 each other. The headteacher will also host a weekly assembly on a Friday
 morning, with all pupils across the school invited to participate.

The remote curriculum: study time each day
We expect that remote education (including remote learning and independent work) will take pupils broadly the following number of hours each day, in line
with government guidance on online learning:
 Key Stage 1                                  3 hours a day
 Key Stage 2                                  4 hours a day

Each class teacher has also shared a suggested timetable for how to manage and organise the daily work that is provided. However, it is not necessary to
adhere to these strictly as different households have different routines and set-ups.

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

We expect that all pupils will be engaging with work daily.

We are fully aware that these are exceptional times and that each family will approach remote learning in a way that suits their individual needs. We realise
that the circumstances that have caused our school to close will affect families in a number of ways. In our planning and expectations, we are aware of the
need for flexibility from all sides. We appreciate that some parents may be trying to work from home, so access technology or times to support their children
may be limited; some parents may have two or more children trying to access technology and need to prioritise the needs of young people studying towards
GCSE or A-Level qualifications. In addition, some of our parents may feel they lack the confidence to support their children with the learning that has been set.

The most important things that parents / carers can do to support their children’s learning are to:
    dedicate some time to talking about learning, sharing what the teacher’s expectations are and establishing how their child will achieve this (what they
      need to include in their work or strategies they will use). It is important that children build a level of independence, but ensuring they have clarity before
      starting a task (and knowing what to do if they get ‘stuck’) will help them become independent, self-regulated learners;
    read regularly with their child, talking about what is happening in the text and asking questions;
    set routines so that children are comfortable and know what to expect each day;
    encourage their child to regularly practise basic skills e.g. spelling and times tables; and
    ensure children are using technology safely, including monitoring them during any online meetings.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
We expect that all pupils will be engaging with work daily.
Class teachers will be logged into Tapestry / Google Classroom throughout the school day to monitor engagement with remote education. They will offer
support to those that require it, and can be contacted via Tapestry, Google Classroom or Class Dojo at any time.
Those pupils not engaging with remote learning will receive a phone call from the class teacher to discuss any obstacles and to provide support. This will also
be communicated to parents.
More phone calls will be carried out if necessary, and the headteacher will speak to pupils to support their engagement if re quired.

All parents and pupils will be contacted once a fortnight through a phone call, to discuss arrangements, successes and any concerns.

How will you assess my child’s work and progress?
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:
      All pieces of work submitted through online learning (Tapestry / Google Classroom) will receive personalised feedback. This feedback will celebrate
        success, provide next steps or give support as required to ensure learning is secure.
      Class teachers will strive to respond to work as quickly as possible, depending on their own workload (e.g. hosting Zoom calls, attending training,
        working in school etc). Feedback will be given within a maximum of 24 hours after being submitted.
      Class teachers will send work back that requires improvements (in-line with expectations of each individual child), with guidance on how to improve (as
        would happen in the classroom, in line with our marking policy). The expectation is that the guidance will be followed and the work then re-submitted.
      Any tasks where evidence is not necessarily required (e.g. logging into Lexia / Times Tables Rock Stars or completing reading) will be marked as
        completed once submitted, although class teachers can check whether these sites have been accessed by the pupil.

Teacher limitations
Whilst we are dedicated to providing the best education and care we can under these unusual circumstances, it is important to consider that:
    if a teacher is unwell, that teacher will not be expected to set work until they are well enough to do so; the school will strive to provide some form of
       work for the children to complete in the interim;
    many of our teachers have young children and will therefore face challenges working from home;
    school has remained open to some children, and teachers are expected to support this provision on a rota basis in addition to providing remote
       learning; the wellbeing of all our staff members is important to us, and we may need to adapt provision to ensure teachers’ workload remains
       manageable and acceptable;
    any online meetings will be dependent upon additional adults being available; as a safeguarding measure, teachers will not be expected to conduct
       any online ‘live’ sessions without additional staff participation;
    remote learning will never be as effective as face-to-face, differentiated teaching and support, but every effort will be made to provide high quality
       education to individual pupils, small groups and whole classes at all times.