Remote Learning at Woodslee

To view our Remote Education plan, please click the link below. Further details can be found down the page.

Providing Remote Education for Parents and Carers

Remote Learning Plan 2021/22 

In the event of a bubble closure please read the following guidance to ensure that the momentum of learning is maintained at home.

Specific Aims

To outline our approach for pupils who will not be attending school, as a result of government guidance or the closure of a class bubble or an individual case of isolation.

To outline our expectations for staff that will not be attending school due to self-isolation but

that are otherwise fit and healthy and able to continue supporting with the teaching, assessing and planning for pupils.

To meet the expectations as identified in the following guidance: https://www.gov.uk/guidance/remote-education-during-coronavirus-covid-19

Who is the plan applicable to?

Every child is expected to attend school from September 1st 2020. In line with government guidance, pupils, staff and families should self-isolate if they display any of the following symptoms:

o A continuous, dry cough

o A high temperature above 37.8℃

o A loss of, or change to, their sense of smell or taste

o Have had access to a test and this has returned a positive result for Covid-19

This plan outlines expectations for class bubble or partial school closure and pg 10 of the remote learning plan tells parents what will happen when it is an individual, isolated case.

Remote learning for pupils

We will provide links to appropriate remote learning for pupils who are not able to attend school so that no-one need fall behind. In the following points, an outline of the provision will be made and some guidance given on the role of pupils, teachers and parents.

We have used research from the Educational Endowment Foundation as a basis for our approach to remote learning.

https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-supportingstudents-to-learn-remotely/

When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include:

Teaching quality is more important than how lessons are delivered

Ensuring access to technology is key, especially for disadvantaged pupils

 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

Curriculum

Co op Academy Woodslee knows that there has been much disruption to children’s education, therefore, is committed to ensuring that all children continue to receive a quality education should the need for remote learning arise.

Our approach includes a blend of paper resources, online learning including some virtual face-to-face sessions through Google Classroom, Seesaw, Tapestry (Foundation Stage only) and resources available through online learning platforms such as:

Oak National Academy

BBC Bitesize

Purple Mash

Ruth Miskin/ YouTube for Read Write Inc Phonics 

IDL

Times Tables Rockstars

The remote learning set for children will be in line with the learning that would take place in the classroom so the teachers will provide resources that deliver the main aspects of the curriculum plan; this includes Personal, Social and Health Education.

The remote learning set by the teachers will follow the long-term curriculum plan for their class so that children can continue to access the relevant curriculum for their year and keep up.

Teachers will provide adapted learning resources for children with additional learning needs, i.e. SEND or where English is an additional language.

The governors and senior leadership team at Co op Academy Woodslee are fully aware that these are exceptional times and each family is unique, because of this will approach remote learning in a way which suits their individual needs. 

We realise that the circumstances that cause 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: parents may be trying to work from home so access to technology as a family may be limited; parents may have two or more children trying to access technology and need to prioritise the needs of young people studying towards GCSE/A Level accreditation.

Teacher expectations

Teachers will plan lessons that link directly to the curriculum focus for that year group and will provide resources via Seesaw or Tapestry to support tasks for home learners. Should remote learning need to be set for a class or bubble, the work for the week in English, Maths and other subjects will be posted on the class’s Seesaw, by 9.00am on a Monday morning.

The information will contain:

  • all website links needed to access home learning resources along with clear information about the learning for that week. This will include reference to daily tasks for relevant subjects 
  • a curriculum map which details home learning for subjects other than English and maths
  •  Links to daily English lessons – a mixture of Oak Academy and the school’s own
  • curriculum plans.
  • Links to daily Maths lessons – these will predominantly be linked to Maths No Problem curriculum however teachers may provide further resources and guidance.
  • Worksheets to accompany lessons will be available to download or for parents to collect from the school office in a socially distant way.

Staff will add these resources to seesaw and it will be the responsibility of families to print/use these resources at home (or contact the school to ask for a ‘Grab pack’)

Teachers will respond promptly, within the working hours of 9am-5pm, to requests for support from families at home.

This should be done via the class teachers’ email address which will be issued in the event of a bubble closure. 

Staff and parents should communicate via the class email address when bubble is closed. When a bubble is not closed, communication is through the school office. 

Teachers will receive training and guidance so that they are confident in using the remote learning resources. This approach was developed and used in Co op Academy Woodslee, during the school closure between March and July 21; therefore, there is a high level of confidence when using the various remote learning approaches and positive feedback from parents. Members of our team are Seesaw Ambassadors and are available to support any teachers when setting and accessing remote learning resources.

Teachers will make sure all children and parents have access to logins by recording them in the child’s Bubble Book.

Each teacher has a ‘work’ mobile phone and they will check in with the families once per week, the telephone numbers will be issued in the event of a bubble closure

Some children who have a specific learning plan in addition to their quality first teaching will receive a call from the class teacher or TA associated with the class. This support/stretching may take the form of discussing a piece of reading, reading aloud, or practising spellings/timetables.

Family (pupil/parent/carers):

Where possible, it is beneficial for young people to maintain a regular and familiar routine.

Co op Academy Woodslee recommend that each ‘school day’ maintains structure. A suggested timetable will be made available for the relevant class in their ‘Information to Parents/Carers sheet.’ . This includes regular bedtimes and daily reading for pleasure.

If a class bubble is isolated, the children will be sent home with their home reading books in addition to their English and maths books; this is so that work that children complete at home can be kept safe, ideally in their bubble books, and can be brought back to school when safe to do so.

Should anything be unclear in the work that is set, parents can communicate with class teachers by contacting the school office. They should make clear which year group and subject the question relates to.

 

We encourage parents to support their children’s work, by viewing the work set together, and then making appropriate plans to complete the work. This can include finding an appropriate place to work and, to the best of their ability, supporting pupils with work encouraging them to work with good levels of concentration.

Every effort will be made by staff to ensure that work is set promptly on appropriate platforms but school cannot guarantee that the chosen platforms will work on all devices. 

Should accessing work be an issue, parents should contact school promptly and alternative solutions will be made available (e.g. paper copies of work, loan of iPads etc.). These will be discussed on case-to-case basis.

To establish which families may need further support or access to IT equipment, school leaders will survey parents so that any potential barriers to children accessing online learning can be addressed as soon as possible.

To help parents to feel confident when helping their child to access remote learning, teachers and leaders will continue to upload ‘how to’ guides and videos on the school website.

Expectations in the event of a Bubble Closure

Please see our daily expectations for home learning below. We understand that you are not teachers and home learning comes with challenges.  Children will miss seeing their friends and may feel less motivated to do their work at home.  Your child’s teacher (or another member of staff if your teacher is unavailable) will set virtual activities through Seesaw/Tapestry or Google Classrooms every day and support you and your child as we succeed together.

 Do your best, remember our Co-op values and stay safe!

EYFS:

Activity How long should the activity last?
Phonics/ reading 20 minutes
Maths 20 minutes
Playtime Lots and lots!
Physical exercise 20 minutes

KS1:

Activity How long should the activity last?
Phonics 20 minutes
reading 10 minutes
maths 20 minutes
ONE foundation subject per day (choose from history/geography, art, DT, computing, RE, music). 20 minutes
Physical exercise 20 minutes

KS2 (Year 3/4)

Activity How long should the activity last?
Spelling  20 minutes
Reading 15-20 minutes
Maths 20 minutes
ONE foundation subject per day (choose from history/geography, art, DT, computing, RE, music). 20 minutes
Physical exercise 20 minutes

KS2 (Year 5/6)

Activity How long should the activity last?
Spelling  20 minutes
Reading 20-30 minutes
Maths 20-30 minutes
ONE foundation subject per day (choose from history/geography, art, DT, computing, RE, music). 20-30 minutes
Physical exercise 20-30 minutes

Remote teaching for staff who are self-isolating

Teaching staff are required to self-isolate if they show symptoms outlined at the start of this policy or they have been told to shield and/or have received a letter to confirm this. If a member of staff is required to self-isolate, they are expected to:

Follow normal reporting procedure for planned absence.

It is expected that staff get tested. Should a staff member be tested, it is expected, as per

national guidance, to share the result of this test with school so that appropriate plans can be made.

Whilst self-isolating, and if able to do so, non-teaching staff will be given an individual project

to work on which is line with whole school improvement priorities or asked to support with

the online learning provision for their year group. These projects will be communicated by

their Key Stage leader.

If unwell themselves, teachers will be covered by another staff member for the sharing of

activities. Communication and planning during this time will not be undertaken until the

teacher is fit to work.

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