We appreciate that supporting your child with remote learning can be complicated. Every family will have unique challenges and contexts in respect of remote learning and there may be significant variations in accessibility and how and when children are motivated to engage with the learning offered. We recognise that the age of our children may mean that access to a lot of remote education will need adult support.
This information is intended to provide clarity and transparency to children and parents or carers about what to expect from remote education if local restrictions require entire bubbles to remain at home and if national restrictions require some or all children to stay at home. For details of what to expect where individual children are self-isolating, please see the section near the bottom of the page. Further details can be found in our Remote Learning Policy.
What will remote learning look like?
During the first few days of home learning, families will receive daily remote learning activities for, at least, phonics and maths. Children should continue using Bug Club to access reading books and associated learning tasks.
After the first few days of remote learning, this will be sent as a complete learning pack at least weekly. Feedback from our families, that some time to read and understand the learning as well as some time to prepare resources is helpful for them. We therefore aim to send our remote learning packs out, for the week, on the Friday before. The remote learning focus and objectives will reflect the learning that is or would have been happening in class, wherever possible and appropriate. It will include at least daily phonics sessions, daily maths sessions and a selection of learning from areas across the appropriate curriculum for each year group. However, we may need to make some adaptations in some subjects. For example, we may modify PE and art sessions to fit with resources that you may have at home. We may also modify learning to ensure that they do not require significant adult intervention. Where school-based resources are required for lessons, adaptations will be made to the lesson to ensure that children can access the learning.
Our phonics sessions will include video links, videos from staff and a range of resources to support progression through the appropriate phase of Letters and Sounds from Nursery to Year Two.
Our maths sessions will be based on White Rose Maths for Years One and Two, which includes video links and access to a range of supporting resources.
Where whole class bubbles are closed, other learning will be supported by resources from Oak Academy using lessons which relate to our school curriculum long term plans.
Please click on the buttons below to access your child’s weekly home learning.
How long should children be engaged in remote learning for?
Our provision for remote learning for our Year One and Two children is broadly three hours per day to include reading and a story time, with less for our Reception and Nursery children.
Well-being is at the forefront of our thoughts and we would advise the need for children to take regular breaks, get fresh air, exercise and maintain a reasonable balance between online engagement and offline activities. Little and often is usually the best approach for our aged children. If you or your child are having any difficulties, please let us know. We are always here to help
How will children access remote education if they do not have online access?
We recognise that some children may not have suitable online access at home. For these children, we can provide paper copies of home learning that can be collected from a designated area at school or can be delivered to families. Although we are unable to access DfE supplied devices as these are for children in Year Three and above, we have a small number of tablets which we can lend to children for the duration of the isolation period.
What are your expectations for children’s engagement and the support that parents and carers should provide at home?
We expect all children and their families to engage with remote education. We ask parents to support their children by setting routines that help them, supporting them to access the resources, to understand what is the focus of the learning and to support them in beginning their tasks.
How will you check whether children are engaging with their work and how will parents and carers be informed if there are concerns?
We ask parents to upload remote learning into their Tapestry portfolios either daily or as a weekly summary for Reception and Nursery and to email the class email daily or as a weekly summary for Years One and Two. If we notice children without any work for the week, we will contact you to check that you and your child are fit and well and whether you need help. Further non-engagement will be followed up via a telephone call with the class teacher offering support and guidance.
How will you assess children’s work and progress?
We understand the importance of families maintaining contact with the staff in class for a wide range of reasons. Facilitating and maintaining communication between the school and families is an important way of continuing a sense of community whilst we are distanced. Feedback can take many forms and may not always mean extensive written comments for individual children. Children will receive feedback from home learning uploaded to Tapestry for Reception and Nursery and through email for Years One and Two. This could be a ‘like’ or sticker. It could also be some written feedback relating to effort, progress made, things that the child has done well as well as next steps. Any written feedback will include one or a combination of these things.
How will you support children who need additional support from adults at home to access remote education?
We recognise that some children, for example some children with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties that this may place on families, and we will work with parents and carers to support those children by providing an appropriate remote learning pack and will make more frequent contact with children and their families to offer support.
How will this approach be different for children who are not in school because they need to self-isolate?
Where individual pupils need to self-isolate but the majority of their class bubble remains in school, remote education will likely differ from the approach for whole classes as described above. This is due to the challenges of teaching children both at home and in school. We will continue to provide immediate remote learning of daily learning activities for, at least, phonics and maths for the first two days. Following this, we will provide a weekly home learning pack as outlined above. The main difference will be that the videos shared will be less likely to include as many videos from class staff. Work will continue to reflect learning that is happening in class.
Helping Your Child with Handwriting (Reception, Year One, Year Two)