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)
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.
We teach the same curriculum remotely as we do in school wherever possible and purposeful. However, we may need to make some sensible adaptations in some subjects. For example, we will use White Rose Hub teaching resources instead of our Power Maths school resource, and we will adapt complex or lengthy texts more regularly so that they are accessible in the home environment. Wherever possible, we seek to teach a broad and balanced curriculum.
2-3 hrs maximum per day - a mixture of play-based and adult-led activities.
Key Stage 1
3 hrs maximum per day.
Key Stage 2
4 hrs maximum per day.
We use two different platforms to host our remote learning. In Nursery and Reception we use Tapasty. In Y1-6 we use the Seesaw online remote learning app.
Y1-6 will also use individual logins for programs such as Numbots and Rockstars. We also provide some reading materials for those children on our phonics reading programme. These are available on the parent secure tab of the website and are password protected.
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 use a combination of the following approaches to teach pupils remotely:
Remote Learning Timetable
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
It is expected children will complete the work set by teachers and upload their work for teachers to see. Teachers aim to plan work which can be completed independently. However, parents are expected to set up routines for their children and support their children where appropriate.
If children are having problems completing or uploading their work for teacher, parents and children are expected to contact their teacher using Seesaw/Tapestry, for further advice and support.
We have devised some top-tips for using our the Seesaw app to help make remote learning more independent - https://www.jericho.cumbria.sch.uk/seesaw-home-learning/
Work and engagement will be monitored and checked throughout the school working day by teachers and teaching assistants. Teachers will keep full records/registers.
Day 1: If a child does not attend their Zoom lesson the school admin team will telephone home to discuss this non-attendance and report this on a shared spreadsheet for teaching staff and SLT.
Teachers will check the spreadsheet daily and will telephone home if a parent requests support. Teachers will then write the action taken into this shared spreadsheet.
Day 2: If a child does not attend their Zoom lesson again, the teacher will telephone home to discuss this non-attendance.
Day 3: If this happens on a third day, the teacher will report to the appropriate SLT member who will decide on appropriate action.
Engagement with work
Day 1: If a child does not submit work, teachers will send a message via Seesaw to the child requesting work.
Day 2: If this happens again, teachers will telephone home to discuss this further and offer support.
Day 3: Report to appropriate SLT who will decide on action taken.
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:
On Seesaw - All submitted work will be acknowledged with a ‘like’ notification from the teacher during the school day. Teachers and/or TAs will provide feedback as appropriate, within 24hrs of submitting.
Feedback to work will then be provided as individual, group or class feedback. This is at the teacher’s discretion and may vary in delivery. Oral feedback provided by school staff in a voice note recording or during the daily live Zoom lesson. Written or visual prompts may be used.
Written comments may be given for a piece of work if the teacher feels this is necessary and impactful. They would be shared as a comment underneath a piece of work or written as a class announcement using the Seesaw app.
Children will be expected to read/listen and respond to that feedback.
Teachers will provide feedback in a purposeful manner and will choose one of the above strategies dependent on the work completed and the needs of the child. Our aim as always is to maximise impact on learning, moving learning forwards in the most meaningful way.
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:
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 children are self-isolating during whole school lockdown they will receive the same remote education as their year group peers. If all children and staff are in school as ‘normal’, curriculum expectations will be as below.There will be an ‘Isolation Timetable’ provided in their current Seesaw class. This will provide links to activities in Maths, English, Science and PSCHE (Scarf). Daily read and number work will be provided using Rockstars or Numbots. This will be 10 days worth of work which will be pre-presented by teachers and will be based on the revision of key learning.
Maths: White Rose Hub Premium Resource. This would be a demonstration video and accompanying worksheet/s, plus answers. National Oak Academy lessons could be used to supplement your Maths teaching if necessary.
English: Daily Read Write Inc for Reception - Year 2 and spelling, grammar punctuation activities using a published resource in Years 3-6. Reading- comprehension activities based on VIPERS reading domains.
Science: 1 daily afternoon session based on missed learning from the previous summer term. This could be an Oak Academy unit of work.
SCARF: 1 daily afternoon session. This would be taken from Scarf HOME activities and select the age group. There are 4/5 activities for the first week. Then use 4/5 days of the normal scarf units.
Daily Rockstars/Numbots and Reading would be expected.
Notes: We will provide answers to support parents.
SEN/D Support: Work for children may need to be differentiated. If a child has 1:1 support, it would be expected that TA’s would make contact via Zoom to help coach and check-in with children at least once each day.
Feedback and Marking expectations:
Children will be expected to submit their work for each of the four lessons. Daily feedback will be given by the teacher at the end of the school day. The teacher can delegate other feedback to their class TA during the day if needed