Following on from rising Covid rates the Government has asked that face masks be reintroduced in all secondary schools for students and staff in communal areas. This is a sensible way to help keep students, staff and our wider community safe from Covid this winter.
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.
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.
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.
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 the same form as a regular school day (i.e 5 lessons a day with break and lunch periods)
How will my child access any online remote education you are providing?
We will be using a range of services and applications. The trust has a Virtual Learning Environment (VLE) that teachers can set work and tasks. Supplementing that we use ClassCharts and for communication and registration we use Microsoft Teams along with Outlook for direct contact if needed.
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: Issuing Chromebooks to disadvantaged pupils with little or no computer/internet access.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
VLE for setting lessons and tasks
Classcharts for worksheets, assessment and behaviour monitoring
Microsoft Teams for live lessons, registration and communication
Microsoft Outlook for email communication between teacher and pupil
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
Our expectation is that pupils should treat remote education in the same way as if they were in school - i.e. be ready in the morning for registration/virtual assembly and for 5 lessons during the day. If pupils do not engage with the remote learning lessons they will be marked as absent with frequent absences being followed up with contact with parents/carers by school staff.
Parental support is important so that pupils maintain their engagement with remote learning so they do not fall too far behind when onsite learning resumes.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
We check with Microsoft Teams and Classcharts if pupils are attending and engaging with remote sessions. If there are any concerns parents will be contacted by school staff by email/phone call to remedy the situation.
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
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.
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 may differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
For self isolating pupils the expectation is the same as outlined above - as we use a hybrid model to teach in class and remotely at the same time.