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 (Updated September 2021).
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?
- At Eaton Valley Primary School, our aim is to provide online learning within 24 hours of a bubble closure, a child having to self-isolate or, indeed, in the event of a National lockdown. Within those first 24 hours, teachers will aim to provide paper copies of learning for children or prescribe learning via platforms such as Mathletics and Readiwriter.
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, in Science where the children would normally be provided with equipment to carry out scientific investigations a video will be provided for the children to observe and evaluate outcomes.
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
Accessing remote education
How will my child access any online remote education you are providing?
If my child does not have digital or online access at home, how will you support them to access remote education?
How will my child be taught remotely?
EYS, KS1 and Y3 pupils:
In the event of a bubble closure, a National Lockdown or pupils having to self-isolate, work will be provided via our school web page. Class teachers will build on prior learning and provide learning materials, in the form of pre-recorded PowerPoint videos. These videos will be accompanied by a range of resources, chosen by the Class teacher, to assist with further learning.
- Years 4, 5 and 6:
Children will access their learning via Google Classroom which is an online learning platform that allows teachers to organise, manage and assign learning tasks to pupils, which can then be submitted back to the Class teacher for marking. Class teachers will provide lessons using pre-recorded PowerPoint videos.
- In both the PowerPoint and Google Classroom approaches, the children will see/hear their class teachers modelling the learning and their next steps. A variety of techniques will be used to engage the children including short films, games and quizzes that may be made by the teacher or obtained through links on the internet.
Engagement and feedback
What are you expectations for my child's engagement and the support that we as parents and carers should provide at home?
- In line with the regular school timetable, all children will be provided with the appropriate quantity of work expected for their age group. The weekly timetable of work is outlined on the school’s Home Learning pages for each year group, which further outlines the subjects that will be taught each day. Learning will be provided on a daily basis, with the expectation that children complete work provided for each subject on the day that it is uploaded, as they would be expected to in school.
- We recognise that circumstances will dictate whether your child will be able to access the learning during the normal school hours or indeed every day, and that some flexibility may be necessary to meet each family’s personal circumstances. This will be discussed during the weekly well-being phone calls that you will receive from a member of school staff.
- To ensure continuity of routine for children, they should be encouraged to maintain the same bedtime routine as they would whilst in school and attempt to complete work provided during regular school hours. Teachers will endeavour to ensure that activities provided can be completed as independently as possible, with the minimum of parental support. Younger children will need a higher level of support than older children, and some activities may require adult supervision and interaction.
How will you check whether my is engaging with their work and how will I be informed if there are any concerns?
- All classes will maintain a daily register of engagement with the Home Learning provided. This may require a child or parent submitting a response on a form or may be recorded through daily monitoring of work that has been completed.
- In incidences where a child’s engagement is a concern, a well-being call home will be made to enquire as to the reason for this, and any support that may be needed from school. If well-being calls or other methods of communication are proving ineffective, the Family Support Worker and a member of the School Leadership Team will carry out a home visit.
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:
- Children will receive regular feedback on their work in a range of ways, both daily and as weekly feedback. Forms and quizzes completed on Google Classrooms and Microsoft Forms will often offer immediate feedback of results, once the work is submitted. Teachers may ask children to complete work as part of the lesson and then provide answers to the questions for the child to self-assess, or indeed ask for work to be submitted via the class email account, and then viewed and assessed by the teacher at the end of the day. All observations and assessments will be collated as both individual feedback and whole-class feedback as and when appropriate.
- Weekly well-being calls will be made to every child, in which specific feedback will be given if required or when issues have been identified. Further to this weekly whole class feedback will be provided based upon the class teacher’s observations and assessments throughout the previous 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:
- Regular contact is being made with families via email and phone calls from both class teacher and SENCo. Where required or requested a laptop is provided as well as differentiated/ personalised work packages. A pupil centered approach to learning is in place with support staff/1:1 being used to facilitate the learning materials for individual SEND pupils, under the guidance of the class teacher and SENCo. Regular contact with outside agencies remains in place and they are able to offer support and advice to both school and our SEND families to support remote learning.
- Learning is provided on a daily basis through a mixture of pre-recorded PowerPoints and paper-based activities. The PowerPoints include teachers modelling to support the children with the lesson and/or voice recordings.
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?