Remote education provision: information for parents.
This information is intended to provide clarity and transparency to learners and parents or carers about what to expect from remote education if local restrictions require a partial or full transfer to online learning when deemed it is safer for learners to remain at home than attend on site at school.
For details of what to expect where individual learners are self-isolating whilst their peers are on site, please see the final section of this page.
The remote curriculum: what is taught to learners at home.
A learner’s first day or two of being educated remotely will look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
What should a learner expect from immediate remote education in the first day or two of learners being sent home?
- If in school, learners will go home with some paper-based learning to cover the immediate future.
- If not in school, learners will have paper-based learning materials sent within 2 days.
- Microsoft Teams will be used to engage learners with teachers, therapists, TAs and care staff providing lessons, learning opportunities, support and therapeutic interventions. This offers us the ability to use videos, share learning and presentations. This can be done on a one-to-one basis or in groups and classes. Our approach will always be based upon the individual needs of each learner.
Following the first few days of remote education, will a learner be taught broadly the same curriculum as they would if they were in school?
The curriculum we offer, and a child follows has already been heavily adapted to meet their needs. We will follow this as closely as possible whilst learning is taking place online.
Some approaches and interventions will undoubtedly have to be modified further. We will plan and monitor this on an individual basis. For example, PE has to be done in smaller groups and using equipment that is readily available to learners at home. Formal science experiments cannot take place, but modified and adapted activities can.
Remote teaching and study time each day
How long can I expect work set by the school to take a learner each day?
|Primary school-aged learners:||Approximately 2-3 hours per day.|
|Secondary school-aged learners not working towards formal qualifications this year:||Approximately 3-4 hours per day.|
|Secondary school-aged learners working towards formal qualifications this year:||Approximately 4-5 hours per day.|
|FE learners:||Following individualised partner college and HLSC timetables with Teachers and/or Student Support Workers communicating all lessons.|
Accessing remote education
How will a learner access any online remote education you are providing?
- We have supplied a number of laptops and internet dongles to ensure no child is disadvantaged.
- All learners have Microsoft 365, Teams / Google classroom log ins and are supported to access and use these platforms.
- Learners with more complex needs also have access to these platforms and with the support of parents / carers at home are able to access work.
- Student support workers will be online to support Key Stage 5 learners access their learning through Google classrooms and Teams.
- Teachers and Teaching Assistants will support Key Stage 2, 3 and 4 access their learning using teams.
If a learner does not have digital or online access at home, how will you support them to access remote education?
We recognise that some learners may not have suitable online access at home. We take the following approaches to support those learners to access remote education:
We have delivered laptops to 27% of our learners who do not have access to one at home whilst supplying dongles to the 5% of learners who do not have access to the internet. This has ensured all our learners have access to online learning.
How will a learner be taught remotely?
We use a combination of the following approaches to teach learners remotely:
- Live teaching (online lessons) with teacher and Teaching assistant available to support engagement and learning directly.
- Printed paper packs produced by teachers (e.g. workbooks, worksheets) send to home as required.
- Commercially available websites supporting the teaching of specific subjects or areas, including video clips, presentations, sequences, interactive quizzes etc. embedded and links shared as required.
- Long-term project work and/or internet research activities are used sparingly as required.
What are your expectations for a learner’s engagement and the support that we as parents and carers should provide at home?
- We expect learners to engage in their remote learning and try their best with all the support offered.
- As our learners all have SEND needs, we provide additional sessions for one-to-one opportunities to go over work and we ask parents and carers to support where needed and where they can.
How will you check whether a learner is engaging with their work and how will these concerns be shared?
- Initially if there is a lack of engagement, class tutors, the Head of School & College or Student Support Manager are notified. They will liaise with parents and carers to determine the cause of the lack of engagement. They will resolve any technical issues if this is the cause. Liaison may be via phone calls; video calls for Deaf parents and carers and email.
- Any member of staff must alert the Designated Safeguarding team if there are any causes for concern regarding lack of engagement. These will be followed up online with our standard procedures when dealing with a safeguarding concern.
How will you assess a learner’s work and progress?
- Feedback can take many forms and will 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 learner work is as follows:
- Staff will check work regularly and feedback to learners both immediately in live sessions and through written comments fed back.
- Staff will set realistic challenging yet accessible learning targets taking into consideration the constraints placed upon everyone by learning remotely online. These will be tailored to meet the needs of the learners in the online setting.
- Targets for learning will be noted and tracked through our reporting system.
Additional support for learners with particular needs
How will you work with parents and carers to help a learner who needs additional support from adults at home to access remote education?
We recognise that some of our learners 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, carers and social care professionals to support those learners in the following ways:
- Offering bespoke support via our specialist:
- Teaching Assistants
- Care staff
- Therapeutic teams.
- Our Lead for Social and Emotional wellbeing.
In addition to this we will work with professionals placed in the household as required to ensure we can secure the best possible outcomes for all our learners.
Remote education for self-isolating learners
Where individual learners need to self-isolate, but the majority of their peer group remains in school we will:
- Ensure liaison with the family, learner and staff through the most appropriate individual in the school. This could be SENCo, Form Tutor, Key worker, Head of FE provision & Student Support Manager.
- A blended approach will be adopted with some online support but most work sent home.
- Feedback on work will happen as required with next steps learning shared via email or by post as is required.,
- FE learners who are self-isolating will continue with remote learning via their Student Support Workers as well as work posted home from specialist teachers.
Paper copies of this information can be downloaded using the links below.