Remote Education Provision: Information For Parents
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.
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?
Parents and carers will be emailed a two day workbook (year group appropriate). The workbook is created by Hampshire County Council and contains a range of learning activities based around an engagingtheme.
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?
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects, for example PE.
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:
|Key Stage 1||A minimum of three hours per day|
|Key Stage 2||A minimum of four hours per day|
Accessing remote education
How will my child access any online remote education you are providing?
The majority of remote education in Year R and 1 will be delivered through Tapestry, with live lessons accessed through Google Classroom. Years 2-6 will access all their remote learning through Google Classroom.
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
- We will issue or lend laptops or iPads to pupils wherever possible, and ask that parents contact the school office either by telephone 01962 777452 or by email email@example.com to request devices.
- If parents require internet connection we will discuss the most appropriate device and action accordingly. Where appropriate, we will apply for Government help to provide families with access to the internet via 4G routers or Wi-Fi Hotspot codes from BT.
- Whilst parents are waiting for devices, printed materials will be created for pupils and can be requested from the school office.
- Parents without online access can speak to the school office where an alternate and safe solution for work to be submitted for marking can be arranged.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- Live teaching (online lessons, group teaching, check-ins, one to one interventions)
- Recorded teaching (e.g. Oak National Academy lessons, White Rose Maths, video/audio recordings made by teachers)
- Times Table Rockstars and Phonics Play
- Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
- Online worksheets for editing
- Printed paper packs produced by teachers (e.g. workbooks, worksheets) where internet access isn’t available to the family
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 ask that parents establish a routine to support their child’s education, including a quiet place to work and support with accessing Google Classroom, including identifying when live lessons are taking place. Live lessons are staggered at different times to allow siblings in different classes and those sharing devices to all take part. We know many parents are also working so all lessons are recorded to allow children to participate in lessons with support from parents at a more convenient time.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
The staff will check on a daily basis who is engaging with remote learning. Where children are identified as not participating, parents will be contacted by the school to see if there is any support we can offer. The school will support pupils with one to one and small group teaching were required.
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:
Pupils in Year R (and Year 1 pupils in Marwell Class) will receive feedback through Tapestry on the daily tasks they undertake and work uploaded to the platform.
The children in Year 1-6 will receive written feedback through Google Classroom at least 3 or 4 times weekly. This will include daily feedback for maths and English where possible.
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:
- Our teachers will differentiate and personalise work accordingly for pupils with SEND.
- Year R and 1 will tailor tasks to suit the age of the children and include a range of practical activities and learning though play.
- Where possible, teachers will deliver individual and group interventions.
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?
The curriculum will be accessed through Tapestry and Google Classroom and although access to live lessons would not be available, a member of staff will be on hand to provide feedback through marking and check if pupils require any further explanation or support to complete the work.