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South Green Junior School

Remote Learning Policy 2021

 

Rationale and Aims

At South Green Junior School, in the event of a school closure due to COVID-19, or where a child is required to self-isolate, the school is committed to fulfilling its legal duty by providing continuity of education to these learners and will do so through a process of remote (online) learning.

See Appendix 1 for scenarios when remote learning will be provided.

The aims for our remote learning policy are:

  • To ensure consistency in the approach to remote learning for pupils who are learning from home due to COVID-19 (or any other circumstance that closes the school).
  • To ensure that pupils self-isolating are able to continue learning at home (with tasks set in line with the curriculum the child would be following in school as closely as reasonably possible).
  • To set out expectations for all members of the school community in respect of remote learning.
  • To provide appropriate guidelines for data protection.
  • To ensure staff, pupils and families are safeguarded.

In writing this policy and considering the best way to plan for remote learning, we considered a number of options. However, based on the very positive feedback we received from so many families during the previous ‘lockdown’ period in summer 2020, we have decided to implement the same approach we used during that time. We believe that this will avoid any confusion and ensure consistency. We are aware that most of our families have access to technology at home, however many of our pupils and parents share one laptop or tablet between them.

 Pupils (and most parents) are familiar with the DB Primary learning platform to upload work in order for teachers to give feedback. In the interests of safeguarding and protecting our teachers’ privacy, who may well be working from home, teachers will not use Zoom to teach live lessons. This will also protect the privacy of pupils in the classroom from being observed or heard externally. As many of our pupils and families share laptops between them, access to recorded input sessions for lessons will ensure that all children are able to access lessons at whatever time of the day suits their unique family situation.

 Links to appropriate videos, pre-recorded videos and Powerpoints will be made available, where appropriate.

The named senior leader with overarching responsibility for the quality and delivery of remote education, including that provision meets expectations for remote education is the Headteacher.

 Remote Learning for Individual Learners who are Self-Isolating

 Where any individual pupil is unable to attend school due to COVID-19 restrictions and the majority of other children in the year group remain at school, and they are healthy enough to work from home, the school will provide work to be completed. The work will be available on the school’s learning platform ‘DB Primary’.

 Your child will have been provided with login details and has already been shown how to log on and access work by their class teacher during the autumn term.

The login page for your child’s DB Primary account can be found at the following webpage address: 

https://southgreen-jun-essex.secure-dbprimary.com/

 The learning will be appropriate to the age of the child and any additional needs, but some general principles are outlined below:

  • Home learning will be provided on the above platform, which should last for the duration of a normal school day.
  • Children are expected to complete work and parents are required to support them, whilst acknowledging that parents may also face additional challenges, for example, trying to work from home and support remote learning for one or more of their children at the same time.
  • Parents are encouraged to return work so that feedback can be given.
  • Links to teaching videos and Powerpoints will be provided for some lessons.
  • Across the week, there will be learning in different areas of the school curriculum

The children will be expected to complete a maths lesson, an English lesson, a reading comprehension and a wider curriculum lesson every day. In addition, the children should learn their weekly spellings (which will be posted on the learning platform each week) and practise their times tables on Rockstars at www.ttrockstars.com.

  • Children are asked to continue reading daily for pleasure.
  • We will be asking that children upload work set so that the teacher can check the learning and provide feedback as necessary.
  • Parents use this email to ask questions about their learning and seek clarification on tasks.
  • Teachers will check emails daily where they have one or more children absent for COVID related reasons.

If a significant number of learners are absent from school, but the school remains open, the Head teacher will decide whether the method of remote learning operated will take the form outlined above, or as outlined below, and will communicate this with parents. The approach may be dependent on number of staff available and other factors.

Remote Learning in the Event of Extended School Closure for a Year Group Bubble or the Whole School

In the event of an extended school closure, the school intends to provide continuity of education using the same approach set out in the previous section, with the additional modification:

 Feedback will take place approximately three times per week, but this may be in the form of either individual or whole bubble feedback. Where the feedback on learning is specific to an individual, this will be communicated to the pupil through the feedback tool on ‘tasks’ in DB Primary. Whole bubble feedback will be posted for all to see on the year group learning platform.

 Accessing the Work on the School’s Learning Platform

 Work set for year group has been prepared in such a way that parents do not need to print off worksheets for children to complete at home. Children should be able to view the tasks online and then complete any relevant work online. It is possible that an individual child, a year group or even the whole school may be required to self-isolate or go into ‘lockdown’ with no notice.

 Based on our knowledge of our families, we believe the vast majority have access to an electronic device to view materials on the learning platform.

 If you are unable to access a device for any reason, please make contact directly with the school so we can support you to access learning task for your child.

 Support for pupils with SEND, EAL and Other Specific Learning Enhancement Needs

 Teachers should ensure that work is differentiated as required for all children when setting online tasks. On the weekly learning plan that will be posted online, ‘challenge’ tasks will be set out for those who require it.

 Where a pupil needs to complete work at a more simple level, for example if they have special educational needs, there will be a link to such activities each week. These will be referred to as ‘alternative work’.

 For Maths related tasks, where practical resources (manipulatives) may be needed to support learning, the following link may be useful. Numbers lines, number squares, counters, coins, shapes etc. can all be accessed, along with many other helpful resources:

 https://mathsbot.com/#Manipulatives  

Communication with Teachers

 Where a year group bubble or whole school is required to self-isolate, this will almost certainly apply to members of staff also. However, where possible, we will endeavour to make welfare telephone checks for families at least once every three weeks to see how your child is getting on with their work and to check on their general well-being.

Please be aware that this is our intention but there may be some circumstances where this is not possible. However, the teacher’s DB Primary email address will always be available as a method of communication for parents to use between 9 am and 3 pm, Monday to Friday for any queries relating to work set and children’s wellbeing.

Teachers’ DB Primary email addresses for communication during isolation or lockdown (please note that these emails are not in use at other times):

Year 3

Mrs Godwin (3SG): sgodwin.southgreen-jun.essex@dbprimary.com

Mr Gillborn (3BG): bgillborn.southgreen-jun.essex@dbprimary.com

Year 4

Mrs Turner (4T): sturner.southgreen-jun.essex@dbprimary.com

Mr Overill (4O): overillk.southgreen-jun.essex@dbprimary.com

Year 5

Mr Simmons (5S): jsimmons.southgreen-jun.essex@dbprimary.com

Miss Johnson (5J): mjohnson.southgreen-jun.essex@dbprimary.com

Year 6

Mrs Stone (6S): astone.southgreen-jun.essex@dbprimary.com

Mr Calder (6C): ccalder.southgreen-jun.essex@dbprimary.com

 General enquiries can still be made to the office email address: admin@southgreen-jun.essex.sch.uk

Assessment

Providing helpful feedback is the foundation of good teaching and learning and, whilst this may be more challenging with remote learning, teachers will endeavour to provide regular feedback to children on key pieces of work that they are required to submit, as set out above. Under normal circumstances, not all pieces of work are formally assessed by teachers and this would continue to be the case should the school employ remote learning. Given the nature of the tasks, the type of feedback teachers can provide may not have the same format as marking an exercise book.

Teachers are encouraged to ensure, when they set assessed work, that it is designed in such a way that meaningful feedback may be provided. Teachers will send direct feedback/targets to children with specific personalised comments via the ‘tasks’ feedback tool on DB Primary at least once per week. In addition, whole class feedback on tasks will be posted at least twice a week on the year group learning platforms.

 Expectations of Learners and their Parents / Carers

Assuming that a child is healthy and well enough to work, they will be expected to participate as fully as possible in the remote learning process, completing independent work to the best of their ability. Parents, on behalf of their child, will also be expected to read and respond to communication from the school (e.g. an email from the teacher) on a regular basis. Parents should be respectful when corresponding to teachers. The parent should alert the teacher if their child is unable to complete the work set for any reason.

Pupils should be expected to complete learning tasks for between four and five hours per day, in line with government expectations. In order to do this, we suggest that pupils try to commence work by 9:30am. This will help to ensure good routines are maintained. We do, of course, acknowledge the challenges parents might face in supporting remote learning but the above sets out the intended aim. We would suggest that a minimum of 3 hours a day would be adequate for some pupils (with maths and English work as a priority).

The timetable will replicate the school day as closely as possible, however we recognise that some families will face challenges that prevent them from completing all the work set.

 The school anticipates that parents have internet access at home to access remote learning resources, but teachers will make no presumption of the capacity to print learning materials at home.

 Expectations of Class Teachers

  • Where possible, teachers will make a phone call to each family once every three weeks during an extended lockdown (or weekly if they feel this may be required for specific pupils).
  • Where one or two children are isolating in a class, the class teacher will attempt to make a weekly phone call to ‘keep in touch’.
  • Teachers will contact parents if a child’s work has not been submitted by the parent after three days.
  • Teachers will make work available each week on the learning platform that supports current learning and is as closely aligned to the curriculum they would be following in school as is reasonably possible.
  • Activities will be differentiated where appropriate to meet the needs of those pupils who may need to complete less challenging learning tasks (referred to as ‘alternative’ tasks online).
  • A weekly planning timetable/overview will be provided online and will include suggestions for more challenging tasks for relevant pupils. The timetable will replicate the school day as closely as possible, however we recognise that some families will face challenges that prevent them from completing all the work set. We would suggest that a minimum of 3 hours a day would be adequate for some pupils (with maths and English work as a priority) if they cannot manage to complete the 4 hours a day expectation set out by the DfE.
  • Daily Maths, English and reading tasks will be made available for each day of the week, unless ‘topic week’ work is set.
  • Spellings will be uploaded each week to the learning platform.
  • Times Tables Rockstars online tasks will be posted weekly.
  • Individual feedback will be provided to each child at least once per week for maths and English work (provided they parent submits their work) as a minimum but year group (bubble) feedback will be posted on the learning platform at least twice a week in an addition to the individual feedback where whole class work has been set.

If a whole school closure or lockdown occurs, teachers will upload recorded teaching input in accordance with the following guidelines:

  • Maths: one teaching input session per day (on teaching days). These may be sourced from the Oak Academy, DB Primary, the BBC, White Rose Maths or a pre-recorded video of one or more of the year group teachers delivering the input.
  • Literacy: one teaching input per day (on teaching days). For writing, these will be pre-recorded videos of one of the year group teachers delivering input. Videos of input for spelling and grammar can be taken from the Oak Academy, DB Primary, the BBC, other educational websites/sources or a pre-recorded video of the teacher delivering the input. For reading lessons, year group teachers will determine whether written instructions or pre-recorded input are required to access the learning.
  • Foundation subjects: at least two recorded input sessions will be uploaded each week to support the teaching of subjects such as science, history, RE etc.
  • The year group teacher on site will hold a live ‘Zoom’ session every morning for all pupils in the year group. The purpose of these sessions will be to say ‘hello’, to provide general verbal feedback regarding learning and for pupils to ask questions.

The sessions will take place at the following times:

Year 6: 9:30 am to 10:00 am

Year 5: 10:00 am to 10:30 am

Year 4: 10:30 am to 11:00 am

Year 3: 11:00 am to 11:30 am

The Zoom invitation will be sent to parents by email. Parents will be made aware of the sessions in writing, though the school’s Parentmail account and also through the weekly newsletter.

The school will make their best endeavours to provide the Zoom sessions and remote learning sessions as outlined above, however staff absence and attendance on the school site could affect the frequency of the sessions.

Teaching assistants

When assisting with remote learning, teaching assistants must be available between 9am-3pm. If they’re unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.

When assisting with remote learning, teaching assistants are responsible for:

  • Supporting pupils who aren’t in school with learning remotely –when requested by Head Teacher/SENCO.
  • Will liaise with class teachers to support planning and resourcing differentiated learning.
  • Will supervise pupils on site with remote learning set by teachers, in the event of a whole school closure,

Expectations of Office Staff

Where a member of the office staff is made aware that a pupil is absent due to a suspected case of COVID-19 or where they are required to self-isolate, the member of staff who took the call will:

  • Remind the parent about the remote learning policy and expectations set out within it.
  • Remind the parent of where to access the resources.
  • Alert the class teacher that a pupil is self-isolating so they can check the absent pupil is uploading work to the website and check the year group email each day.

Safeguarding During a School Closure

In the event of a school closure, pupils, parents, carers and teachers are reminded that the school’s Child Protection and Safeguarding Policy still applies to all interactions between pupils and teachers. In that policy, there are specifically prohibited behaviours and reporting obligations to which teachers must adhere, whether they are at home, in the community or at school. The school will always use school-generated emails to send individual feedback and all email sent are intended for the attention of parents, who can then share the content with their child.

Parents should reply using the year group email addresses set out earlier in this policy. Parents should upload work and send emails from their own email. Whilst we do encourage independence in learning, your child should not use any personal email address they themselves have to email the teacher; they must use their DB Primary email address; this is to safeguard your child and the teacher.

To safeguard pupils and teachers, live online lessons will not be used. This will protect the privacy of all members of the community.

There is a range of information about staying safe online on our school website, with links to other useful websites:

Parents are asked to inform the school immediately if they have any concerns about their child’s safety online or about their emotional or mental wellbeing.

Monitoring

Class teachers will monitor DB Primary to check pupils are submitting work for feedback. Where there are concerns that work is not being completed, the teacher will make contact with the child’s parent to see how they can be supported and ensure remote learning can be completed.

  • The school’s SENCO will monitor each year group’s planning to ensure that there are appropriate learning tasks to support those pupils with specific learning needs.
  • SLT will monitor the year group planning to ensure that the tasks cover all areas of the curriculum, are appropriate for remote learning, particularly ensuring that tasks can be completed without the need for printing materials.
  • We ask that parents take responsibility for ensuring pupils complete the set learning tasks each, commence work at 9:30am each day and provide support and guidance to the best of their ability (seeking advice via the class teacher’s DB Primary email where needed).

Links with other policies

This policy is linked to our:

  • Behaviour Policy
  • Child protection policy 2020
  • Online Safety Policy

 

APPENDIX 1

WHEN REMOTE LEARNING WILL BE PROVDED AT SOUTH GREEN JUNIOR SCHOOL

The DfE expects schools to be able to offer remote education in the following circumstances:

Self-isolation:

  • Where a pupil or number of pupils need to self-isolate because they have tested positive for COVID19.
  • Where an individual pupil or a group of pupils need to self-isolate because they have been identified as a close contact of an individual who has tested positive for COVID19.

Travel:

  • If families or pupils are quarantining on return from a country that is not on the exemption list.

Medically Extremely Vulnerable:

  • Shielding advice for all adults and children was paused on 1 August. This means that children and young people can return to school or college, if they are on the shielded patient list and/or have family members who have been shielding.
  • There are a very small number of pupils or students under paediatric or other specialist care who have been advised by their GP or clinician not to attend an education setting. In these instances, remote education should be provided.

Local restrictions

  • Under all COVID local alert levels schools are expected to remain fully open. If further local restrictions are put into place in the future which require pupils to remain at home, remote education will be provided.
  • If directed to, in the event of a whole school closure, the school will provide on-site supervision for children of key/critical workers, pupils with EHCPs, children with social workers and other children that the school has identified as being vulnerable.