Click on the headings below to view the relevant sections
| Remote education provision: information for parents |
| Remote Education Offer September 2020 |
| Covid Catch up Premium Plan |
| Remote Education Risk assessment |
| Recovery Curriculumn |
Staff continue to set daily work onto Google Classroom. for pupils in all year groups. We do encourage parents to continue to support pupils whilst self isolating at home, in completing the tasks set by the class teacher. Whilst self isolating, we request that parents support by setting out a routine that fits in with their family at home. Our staff communicate with children via the Google stream, they work with children to find out how they are doing with their work and provide them with advice on their next steps.
For more information about how to access Google class, watch the video.
We are mindful that not all of our families will have access to technology. We have 1:1 iPad provision. Children are able to borrow a school iPad to contiue to work from home.
Remote education provision: information for parents
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to pupils at home
A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
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Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
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Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
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How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
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Some examples of remote teaching approaches:
There is a Google Meets session timetabled for 9am every morning for registration and explanation of the timetable for the day which all Y1-6 children should attend. Google Meets is also used during the day at the beginning of most sessions for explanation and modelling of new content and to set up the task. Children will also be asked to work independently for sessions during the day submitting their work on Google Classroom. The teacher or support assistants will be available if children need support, either on Google Meets or the stream on Google Classroom. A few lessons may be taught completely “live” on Google Meets e.g. Reception reading and story sessions. In addition, intervention and support lessons for phonics, reading and maths are provided by support staff on Google Meets on a regular, often daily, basis. These are live sessions and children allocated to these groups need to join lessons at the required times.
The school uses the Ark Maths Mastery scheme. The Oak Academy maths provision is very closely aligned to our scheme, so we are using Oak recorded lessons for maths across the school. Children will find the link to each daily lesson on Google Classroom.
These are distributed for Nursery and Reception children and also some children with SEND who may find work easier to access in this way. Reception children will also have access to some online learning via Google Classroom and DB Primary. Staff will support families with regular phone calls and parents can request support via the office. office@five-elms.bardaglea.org.uk or office Telephone: 0208 270 4909 Work can also be printed off from Google Classroom if desired.
Links to additional resources will be posted on Google Classroom. Some links will relate directly to a lesson and the teacher will explain this. Other links will be provided as extension or enrichment activities which children can access freely. Engagement and feedbackWhat are your expectations for my child’s engagement and the support that we as parents and carers should provide at home? |
Children are expected to be online by 9am (Y1-6). There is an approximate timetable each day of 9am-12pm and 1pm-3pm, which ensures children are studying for the required length of time during the day. They are asked to complete all the daily tasks. Children should submit all their work by 3.30pm each day via Google Classroom. Work completed on paper can be photographed and submitted electronically via Google Classroom. Reception and Nursery children should complete their day’s allocation of tasks over a 3 hour period during the day.
Try to set a daily routine starting at 9am. Build in short breaks if your child needs them, especially younger children. Children in Nursery and Reception will probably need to spread their three hours across a longer period. Work out regular daily times for phonics, reading, maths etc. The school will contact you regularly to discuss how home learning is working – please tell us if there are any worries or questions. If using packs of printed materials at home, please collect and return them as requested. (Usually you will be notified by text message). Encourage your child to work independently for periods during the day. If they need help, staff are available online. Ensure your child is submitting work daily, even if it’s incomplete, so the teacher can see how they are progressing. If your child has a small group live lesson, please make sure they join it at the right time. Ring the school if your child is absent for any reason. Report any positive COVID tests in the household so we know if your family is self-isolating. If you are struggling for any reason, please tell us. |
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Regular Google Meets sessions during the day where contact is made with the child. Google Classroom has a record of work submitted by each child – we will monitor to see that this is happening. Regular calls to families where children are using packs of printed materials – usually at least twice a week. Checking that packs are collected and returned. Response to feedback (see section below)
Call to the parent/ carer to establish reasons for non-engagement. We will help and support and parents are expected to work with the school to resolve issues. In some cases there will be an agreed plan with parents which might include strategies such as:
After discussion with the parents, if the child is deemed vulnerable by the school, a school place will be offered, (school’s discretion). In the event of not being able to contact parents by phone or email to discuss non-engagement with remote education, a letter will be sent outlining concerns and the remote learning options available to the parents. In the event of no response to written communication, the child will be deemed to be absent without authorisation and attendance procedures will be followed accordingly. |
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:
Verbal feedback on Google Meets – this will usually be whole class feedback. Self-assessment tasks where children will evaluate their own work. Extension, reasoning or scaffolding feedback “stickers” which require children to build on their learning in the task or practise something they got wrong. These may be posted individually to children or on the stream for everyone. Individual feedback on private comments for particular pieces of work. Learning By Questions activities and other short summative assessments e.g. comprehensions, arithmetic checks, spellings. Answers will be published on Google Classroom so children can self-check and report back their score via their private comments. Reception, Nursery and children working with printed packs: once returned the teacher will look at them and provide verbal feedback on progress and next steps during the regular phone calls during the following week. The frequency depends on whether the pack is weekly or fortnightly.
Children should receive feedback on Google Classroom via the above methods at least 3 times a week. |
Additional support for pupils with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
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Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
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Children will be given their school device and work will be provided via Google Classroom for them to complete and submit. The offer will not differ significantly from above, apart from a more limited use of Google Meets, although children should still be able to access some direct classroom learning through this platform. Live interventions will still run and children able to attend from home. Similarly, children using packs of printed materials should follow the guidance set out above. Daily contact will be made usually via a phone call. |
RECOVERY CURRICULUM
Curriculum aims:
Y1 to Y6: Continue to recover lost learning through the lockdown period and ensure children are working at their pre-lockdown level of attainment in their current year group. Accelerate the learning in order to catch up. For disadvantaged - close new gaps; SEND children - ensure their needs are met through the recovery curriculum. Remote interventions/1:1 support is in place.
Daily elements:
Continue to focus on core subjects whilst maintaining as widest curriculum as possible. All classes, Y1 – Y6, should include these daily elements.
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Curriculum area |
Guidance |
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Reading – 20 mins |
Slightly shorter, use year group teaching slides, focus on : KS1 vocabulary, decoding , phonics KS2 focus on vocabulary, retrieval, comprehension strategies (medium term outcomes) |
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English core text work – 45mins |
In PPA decide which aspect of the slides might be shortened (please do not edit the slides). |
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Read aloud – 15mins |
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Writing – 30mins |
Can be any appropriate topic including cross-curricular writes and standalone writing prompts. Range of narrative and non-fiction. Focus on one aspect to review in each session or for each week (writing medium term outcomes). Use stickers/green pen responses for self evaluation. |
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KS1 Phonics (Y3 Phase 6)/SPAG (Y3 to Y6)– 15mins |
Continue to follow the Schofield and Sims scheme (have copies of Summer term’s SPAG from previous year’s scheme to refer to when you teach similar topics i.e combine current and prior learning) Use phonics scheme |
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Maths – 1 hour |
Maths Mastery: recovery curriculum |
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Maths meeting – 15 minutes
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Catch up basic maths skills; reinforce maths vocab Y4 daily x tables |
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PSHE/Mind-Up/Wellbeing activity – 20 minutes |
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Outdoor learning/PE activity – 20 minutes daily minimum
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Non-contact PE 2x sessions timetabled per week Outdoor learning can link to topic/foundation subjects or could be additional PE |
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Weekly: Topic/Foundation subjects – rotate, 1 hour per day |
RE, Science, 2x topic areas
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Handwriting/presentation |
Joined/cursive writing, pens, LO and date underlined |
Rules!
- All the above components in a day, but can be arranged in any order.
- Use long term planning/medium term plans
- Feedback and marking –
- stickers: green pen
- self mark/verbal feedback
- AfL
- minimize handling of books
- Foundation/topic work – can double count e.g. history task =30 minute
writing task
- Extended writing tasks e.g. narratives can be 30mins daily writing
EYFS
Follow the EY curriculum