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Children First Academy Trust

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Remote Learning

Galliard Primary School

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 if 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?

Information about the learning will be posted on the website on day 1.
After that the learning will be available on Microsoft Teams as well as on the website.

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, the teaching of foundation subjects may be more limited and presented in different ways.

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:

Early Years Foundation Stage and Key Stage 1
Key Stage 2

We will provide a minimum pf 3 hours remote learning each day including reading/phonics/Literacy and maths We will provide a minimum of 4 hours remote learning each day, always including reading, writing and maths as well as PE and Foundation subjects across the week.

Accessing remote education

How will my child access any online remote education you are providing?

  •  Key Stage 1 and 2 -Microsoft Teams (daily), School website (daily) and learning packs collected or delivered weekly

  •  EYFS – Tapestry, School website and learning packs

    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 have identified families who require access to devices and have organised collection or delivery.

  •  We have requested information from parents about if they require extra data and will apply for this once they have submitted the required information.

  •  We have sent information and instructions to parents via the school website about how to access MS Teams through specific games consoles.

  •  Through daily contact with parents of pupils who are not accessing the work on line or through the website, we have made individual

    arrangements for work to be collected or delivered on a weekly basis.

  •  We have requested that work from these pupils should be photographed and sent to the class teachers e-mail for marking and

    feedback. Teachers will phone the pupils to discuss/conference with them to give feedback.

    How will my child be taught remotely?

    We use a combination of the following approaches to teach pupils remotely:

  •  class teacher recorded sessions daily to explain and model the work for the day

  •  assignments posted on MS Teams for the class. These will be differentiated

  •  activities posted on Tapestry

  •  individual feedback to children via Tapestry

  •  assignments also posted on the school website for those unable to access MS Teams
    printed paper packs produced by teachers (e.g. workbooks, worksheets) reading books pupils have at home and online reading sites commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences some long-term project work and/or internet research activities for foundation subjects teacher conferencing initially 3 times a week to support learning moving to daily by week 3

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?

In this section, please set out briefly:

All pupils are expected to complete assignments set and communicate with teachers/support staff in conferencing sessions (on MS Teams / via Tapestry / or by phone)
Parents/carers are expected to support children to complete assignments, set up routines, provide access to devices and a suitable learning environment and to engage with school staff to ensure that communication opportunities are provided

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

In this section, please set out briefly:

Teachers will monitor the work that is submitted on MS Teams, Tapestry and e-mailed to them.
Teachers will contact parents/carers daily where work is not being submitted to discuss the reasons and what support can be provided by the school

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:

Additional support for pupils with particular needs

In this section, please set out briefly:

Assignments submitted will be reviewed and marked.
Conferencing sessions will take place to feedback on MS Teams and by phone to discuss the work submitted or returned as paper copies how often pupils will receive feedback on their work

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:

In this section, please set out briefly:

Differentiated work will be provided on MS Teams, Tapestry, the school website or paper copies. Teachers and Support staff will contact families of children with EHCP individually to support learning Pupils in EYFS (Nursery and Reception) are accessing Tapestry.
Work activities are posted and returned by parents

Teachers and support staff make regular contact with families

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?

Work will be submitted on MS Teams/Tapestry or sent via e-mail. Regular contact will be made by class teacher or support staff outside the main teaching day