Remote Education Provision Information
Remote Education Provision Information
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.
The remote curriculum: What is taught to pupils at home?
What should my child expect from immediate remote education in the first day or two of pupils being sent 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.
Pupils were all provided with paper based activities whilst we prepared for online learning and any ‘bumps in the road’ we may have to overcome. Pupils will still be taught in their normal classes and by their subject teacher. Lesson tasks will be e-mailed to pupils so if there are any difficulties online pupils can still engage with the work and member of staff.
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 will continue to 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. The adaptations are predominantly for practical subjects where pupils need guidance and support for health and safety reasons such as Design Technology and Food Technology.
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:
Key Stage 1
Key Stage 2
Key Stage 2: 4 hours a day on average across the cohort.
Key Stage 3 and 4
Key Stages 3 and 4: 5 hours a day on average across the cohort
Accessing remote education
How will my child access any online remote education you are providing?
We are using Microsoft Teams to enable staff and parents to access remote education. The school website offers a full guide on how to access Teams via, laptop, PC and XBOX or Playstation.
All pupils have their own school e-mail address, a login to RM Unify and access to all school work and apps across this remote platform.
All pupils prior to the 3rd lockdown taking place had taken part in lessons to show them how to login to online learning and access unify and other platforms.
All parents and carers have / will be supported in accessing appropriate devices to allow the child to remotely engage.
We have used several platforms to allow access to apps the school is promoting such Sumdog, Oak National Academy BBC Bitesize and many more.
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:
Following from the first lockdown we were aware which pupils did not have online access and or appropriate devices at home. Staff have been hand delivering laptops from March 2020 and continue to do so. A digital device agreement is then signed by both parents/carers and the pupil.
Any child that does not have access to the internet has been provided with a pre-paid dongle.
Paper based work / materials is sent out on a weekly rota, when staff deliver one set of work they collect the previous.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
We are using the following resources to allow us to approach remote teaching and learning effectively:
live teaching (online lessons)
RM Unify where tasks are set on apps such as Sumdog
printed paper packs produced by teachers and hand delivered
textbooks and reading books pupils have at home this have predominantly provided by school and hand delivered.
commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
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?
Pupils are expected to engage with all timetabled virtual lessons. We expect pupils to have the microphones silenced unless asking a question, having the video camera on is pupil’s choice. Pupils are expected to check their e-mails for invitations for their lessons and take responsibility for checking their time tables.
We expect parents / carers to support pupils with being aware of their online lessons and knowing their timetables. We ask that a suitable working environment is provided and that parents / carers stay in the near vicinity of their child.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Engagement and attendance is checked each lesson, when a child is online they are asked to share their screen to evidence work and or e-mail their outcomes to staff to allow for marking and feedback.
When a child is not online for their lesson, the parent and carer is called immediately, and asked to support their child accessing their lesson. For children that have refused to engage online but want to work on paper based activities are provided with their weekly lessons. All children are expected to attend school one day a week, year 11’s are in up to 3 days a week to support coursework and understanding of examination pieces
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:
receiving work that has been marked
Phone calls home
Certificates of achievement for attendance and engagement / progress
Remote lessons offer constant feedback throughout lesson, all work is marked and returned to the pupil before their next lesson. Additional support for pupils to ensure we meet their needs for their IEP / EHCP targets and support, spelling and reading and continue to develop literacy across the curriculum.
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:
100% of our cohort is SEND. All of the key information outlined above is how we are continuously meeting the needs of our SEND pupils. We are delivering remote lesson to a maximum of 8 pupils and ensuring each lesson has a teaching assistant online also, this ensures that we can continue to ensure our pupils are engaging, making progress, accessing their tasks set, and that we can differentiate to meet the needs of each individual pupil.
Pupils are offered 1:1 interventions to support their IEP targets and specific areas of need as stated in their EHCP’s.
Pupils are engaging in their keyboard/drum/guitar lessons remotely.
All pupils have access to the school Educational Psychologist.
All EHCP reviews, PEP’s and LAC reviews continue to be held remotely.
Year 11’s are engaging with Connexions worker weekly and completing college applications.
Year 10 and 11 have access to member of staff daily that is head of careers within the school setting.
We have sent home stationary packs to each individual pupils and additional equipment to support Coursework, such as specialist art equipment.
KS2 pupil’s (years 5 and 6) are in school each day
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?