Remote Learning Information for Parents

Information for parents/carers on Remote Learning at Lord Blyton Primary School Last updated January 2021

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 or if we are to enter into a full National Lockdown.

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

The 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?

Your child will need to have access to their Google classroom passwords. Once they have these they can access Google Classroom where the teacher will set work to be completed. The pupils also have access to Mr Gilmore’s classroom where he will set PE challenges and work.

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, in PE where the children are in school they will receive daily lessons taught by the PE specialist. If the pupils are at home they will be set challenges and work via the Mr Gilmore’s Google Classroom.

We do understand how complex and difficult it maybe for some families to home school children and will support where we can.

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 the routine set each each day:

Primary school-aged pupilsThe pupils will be set work appropriate to which key stage they are in. We are following the DFE guidance on the length of the lessons.
Nursery 2sProvided home learning packs for all children. These have been sent home to children in school in case of isolation or illness, so the children can still access learning. This also included a planning sheet for a full term with ideas to support learning in all areas. (Especially the prime areas).
The packs also included sensory play and Mark making resources.
 
Emails are sent weekly containing a video story of myself or Mrs Haynes and extra ideas to support learning around the book.
 
Well being calls are made weekly to parents who have not engaged in emails or who will need additional support or information.
 
All Parents are also advised they can email me or ring at any opportunity during the day if they require any help or advice.
Nursery 3s
Pupils receive a daily grid with 5 activities to complete in the following areas:
‘Today’s Independent self help job’- to work on Physical and Personal, social and emotional.
 
Morning wake up- which is a music and movement or dough disco or Squiggle whilst you wiggle to target fine motor and physical skills- Dough disco and squiggle are always a recorded session by staff.
 
Phase 1 phonics game for listening and attention
 
Themed Focus task- based on a story (also a recorded session). Each daily activity is linked with one of the 7 areas of learning linked with a traditional tale as this would have been this term’s topics. We also add in a further recorded session for this if needed eg I did a recorded shape input.
 
Daily story recorded by a different member of nursery staff to promote reading for pleasure.

Parents are emailed a new grid each day in the morning and are asked to send in photos and or videos of the tasks. Staff are then printing these and adding to journals along with the parent’s description. As the parents reply, we are keeping a tick list to ensure we can then chase up any parents not engaging at all. We reply to every email with feedback on the tasks and send certificates where appropriate eg ‘Dough disco diva award’. 

Home Learning Pack
Name writing practise laminated card
Whiteboard pen
Number formation card
Number cards to support maths games
Large paper for squiggle whilst you wiggle
2 coloured pencils, 2 coloured crayons
Playdough pot
A bag of oats (to support taste testing lesson). 
Props to go with Goldilocks planning- Character paper puppets, invite template, shape poster
Mark making book
All packs were collected by all parents.
Reception
9am Monday, Wednesday, Friday PE with Joe Wicks The Body Coach
9.30-9.50 English/Phonics Live lesson
10.30-10.50 Maths Live lesson
Themed Focus Task-Emailed daily with instructions of how to carry out activities and a list of resources needed. Resources provided in the pack.
Story Time- This will be pre-recorded and a link to access it will be emailed to you daily.
Reading-Word list Every child has a word list and a reading book in their home school packs. Please read every day.

Home Learning:
A4 laminated card, whiteboard pen, writing pencils, large paper for squiggle while you wiggle. Playdough for dough disco. Letter cards, letter formation sheets, number formation sheets, phonics activities, number activities, a work book to record online learning, word lists and reading books. Google classroom password and login details.
Year 1

Live Phonics – 9.30am (approx 20mins)
Children then have a follow up activity to complete each day.
 
Live Maths – 10.30am (approx 20mins)
Again, children then have a follow up activity to complete each day.
 
I have encouraged children to access Mathletics and Reading Eggs daily in addition to the work set online.
 
Handwriting videos for handwriting practice each week to support children with this.
 
 1-1 sessions with pupils at 1pm for 10 minutes focusing on his targets (Monday-Wednesday)
 
 
Home Learning
 
Children received a number of resources in their packs, including; a workbook, PowerMaths textbook, whiteboard, whiteboard pen, pencil, sharpener, laminated squares for word building, number formation sheets, number cards 1-20, two reading books.
 
Additional foe some identified pupils large sheets of paper, playdough, numbered cups, phonics workbooks, initial sound picture cards, number matching games.
Year 2

The teacher is online from 9am.
Live lessons are taking place at 10am or 11am. Lessons are chosen due to the needs of the activities set. Phonics most days, followed by English and Maths.
Recorded lessons include science and some foundation subjects.
Online teaching through Oak Academy in line with the topic for science.
Story time is The Christmasaurus Text.
Interactive power points for handwriting modelling the letter formation.

Additional work
Mathletics and Reading Eggs.

Home Learning
Exercise book, Power Maths Workbook, ten and units frame, laminated, reading books (2) plus reading record, helpful words mat, phonics mats. Stationary. Google passwords, mathletics and reading eggs passwords.
Year 3

The teacher is live each day at 10.15 on google meet to and available all day to support learning.
On the Google Classroom from 9am each day, remote learning each week for the duration of the home schooling:-
·      Daily Maths & English work linked to N.C objectives- using some pre-recorded slides/ videos for these lessons
·      Weekly mental maths challenges
·      Weekly phonics activity
·      Weekly spellings
·      Spelling/ handwriting practise (to be completed as/when)
·      Weekly topic lesson linked to N.C objectives
·      Weekly science lesson linked to N.C objectives
·      Weekly RE lesson
·      Weekly French lesson
·      Weekly ICT lesson
·      Reading comprehension activities (to be completed as/when)
·      ICT links to history/PE/English/Maths websites
·      History activities (Stone Age) based upon the last history topic to consolidate learning (to be completed as/when)
·      PE- Mr Gilmore
·      Times Tables Practise activities
 
Every day, there is a maths lesson, an English lesson and one other activity (from the creative curriculum). These lessons contain slides, videos, pre-recorded input and resources to explain and support the main lesson activity.
Additional Work
Reading Eggs, Mathletics and Reading Plus.
Mr Gilmore has a separate Google Classroom for P.E. which the children have access to. I have signposted the parents and children to his classroom page, and have asked that the children choose an activity from his classwork on a Wednesday afternoon on what would be their usual P.E. day.
Y3 Home Learning Packs
Home learning packs contained the following items:-
Pencil, pencil sharpener, exercise book, Power Maths Pupil Workbook, class novel- The Iron Man by Ted Hughes.
Multiplication grid, times tables practise worksheet pack,
hundred square, number lines, passwords/ log in details- Google classroom, Reading Eggs, Mathletics, Reading Plus
Year 4

8am Schedule of work sent for the day

Live Teaching – 
 
Google Meet every day from 9.30.
 
9.30 to approximately 10.15 depending on the children’s needs.  Daily live teaching will be English, instructions for the day and questions from the children
 
 Recorded Teaching – 
 
Maths every day, either myself teaching/speaking over a PowerPoint to be displayed by the children or a White Rose Maths video for the children to watch. 
English – Every day, myself reading chapters aloud from the class novel, again to be accessed when the children need to.
 
 
Other subjects put onto the Google Classroom for the afternoon session  –
 
Daily Mental Math quizzes (Fast 10)
 
Daily Spellings year 4 National Curriculum spelling lists.
                                                                                   
Science
                                                                                   
History/Geography
                                                                                 
 RE
                                                                                 
 French
                                                                                 
 Art
 
Home Packs
 
Information letter from myself. Powermaths Pupil Practise book
Boy at the Back of the Class novel.Reading book.Blank exercise book to write in Stationery – pencil, ruler, rubber, sharpener
Year 3/4 Statutory Spelling List. Handwriting Mindfulness Pack
Year 3/4 Maths Activity Booklet.Blank multiplication Square
Ultimate division and times tables challenge sheets x2
Multiplication Wheels sheet
Year 5

9.15am Live maths teaching.Assignments set on Google classroom and a copy of slides from live teaching.
1045am English live teaching. Assignment set on Google classroom and copy of slides from live teaching.
Topic work- History, Art, Science) Setting assignments with slides to read through and tasks to complete.
Reading plus is set as an assignment as a reminder to access this 3 times a week. Also Mathletics and Reading Eggs.
During the day staff are live to answer queries, problems.
Home Packs
Power Maths books, a homework book and stationary.
Year 6

8am Schedule of work sent for the day:-

10 mins writing task-submitted and marked by teacher

A maths test(Fast 10) computer marked and returned

A maths lesson consisting of Power Maths Slides. Pupils mark when answers uploaded at the end of
each day. Corrections made.

An English lesson alternates between recorded lesson and SPAG assignment or reading task-When submitted marked and returned to pupils.

Topic work- 1 piece uploaded or pre-recorded-When submitted marked and returned.

10am-Live google meet for all pupils-Check in session and a chance to go over problems.

During the day the staff are live to answer queries, problems.

Home Packs
Power Maths books. Class reader, a geography knowledge organiser, spelling lists, homework book and stationary.
PE and PSHE

Mr Gilmore has his own Google Classroom which pupils are able to access.
 
Whole school – continuous at home tasks/ideas that can add up to the expected 60 mins a day of physical activity
 
KS2 – added tasks for example, a snakes and ladders game to play and within the game there are questions relating to topics covered at school this year in PE.
2021 The Fitness Factor which gives daily fitness tasks.
No hand in dates are given.
 
Pupils in school will have daily PE lessons
Well Being
Each class has access to a well- being section on their google classroom. In here they can find resources posted on to help with the pupils mental health and well-being.

Accessing remote education

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

Your child will access their remote learning via the Google Classroom. They will need to have access to a device and the passwords to enable them to do this securely. Support has been provided by the class teachers and Mr Stead, ICT Lead for parents to help them get set up in order to access the classroom. Video’s have been put on social media to support.

Each teacher has a dedicated email for their class to contact them. They check their emails constantly and provide answers where they are required.

The school office email can also be used and emails will be forwarded to the relevant class teachers.

The DFE supplied us with a small number of devices which have been allocated to those that met the criteria.

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 surveyed parents/carers back in October to create a data base of the devices pupils had access to.

We have recently asked the children prior to lockdown on Monday 4th January to identify devices they have.

Class teachers have identified pupils that have not had access to the Google Classroom.

We have accessed some DFE devices that we have then allocated to those pupils eligible.

We have supported some learners allowing them to access school to ensure they can continue their learning during Lockdown 3.

We have not had any parent identify they have no device since 15th January 2021

Paper packs have been provided to some pupils due to their own personal circumstances.

The DFE has provided some devices for the pupils at Lord Blyton School. We have allocated where we know there is a need. You were contacted in the Autumn Term to complete an ICT survey we have used this to help us allocate the devices along with other eligibility criteria.

We have provided the pupils with their Power Maths pupil’s books for the Spring Term in years 1 to 6. These are maths workbooks that the pupils can complete maths tasks. Other maths work will be presented in the google classrooms. The pupils can complete it online and submit it to the teachers. Where possible we will try not to ask parents to print out work.

Where paper copies are required parents can request paper copies.

If pupils do not have digital access to the online learning they can photograph their work and email it to the class teacher. All our pupils families have email facilities as it is how we communicate with them through Parent Mail.

Alternatively they can drop the work off at school and it will be marked and feedback given.

How will my child be taught remotely?

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

Below is the list the range of approaches we use to teach pupils remotely at Lord Blyton Primary School.

As part of this list, schools may wish to indicate the extent to which they are used, and subjects and key stages these approaches are used in, if there are differences.

Our remote teaching approaches:

  • live teaching (online lessons) through the Google Classroom.
  • recorded teaching (e.g. video/audio recordings made by teachers, other providers.) placed in the Google Classroom.
  • printed paper packs produced by teachers (e.g. workbooks, worksheets) Initially handed out on Friday 8yh January but should parents require further paper packs they can email the class teacher and these will be provided.
  • textbooks and reading books pupils have at home .Where necessary these were sent home in the packs on Friday 8th January.
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • well- being resources and additional resources such as access to the BBC and other helpful sites are being put on our school Facebook page.
  • long-term project work and/or internet research activities maybe provided for some pupils.

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?

  • We are hoping that the majority of our pupils will engage with our online learning. Parents have been active in letting us know where a device may be a problem and we have helped where possible. All packs with passwords and additional resources were collected from school on Friday 8th January and where they were not additional phone calls were made. All packs except 1 were collected.
  • The pupils have been set work that they should be able to access. We are mindful that pupils are working at home and parental support maybe limited due to work commitments but we hope that parents will support their children with their learning where they can.
  • We currently have 50% of our school population at school. These pupils are completing the same work that the children are at home. This ensures equality of learning for all.

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

  • Teachers check engagement on a daily basis by monitoring the return of tasks in the Google Classroom. The teachers also keep a register of engagement in live teaching.
  • Where there are concerns about engagement the parents will receive an email from the class teacher.  If there is no engagement the office will inform the Child and Family Manager and a phone call home will be made. No further response then a home visit is made by 2 members of staff.

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:

  • Verbal feedback in Google Meet is given.
  • Written feedback and comments attached to returned tasks.
  • Automatic scoring on quiz like tasks.
  • Feedback is given daily through Google Classroom or Google Meet.
  • In some younger year groups certificates or incentives are given and delivered home if there has been good participation in activities during live teaching.

Additional support for pupils with particular needs

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:

  • We have invited our children that we feel are vulnerable into school. This also includes pupils with SEND and EHCP plans.
  • Each class teacher is responding to individual pupils through the Google Classroom or through a parental personal email. Parents that have had issues accessing remote learning have been contacted individually and given the support that they need.
  • We are teaching children from the 2 year old nursery through to year 6 remotely. This has been very successful so far. All parents are given the same support regardless of the age of their child.
  • During the Autumn Term the children were also taught how to access the Google Classroom should they need to use it if told to isolate. Therefor I do feel this has helped with them having the experience to log on during this Lockdown 3.

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?

It will not they will receive the above whilst in the Lockdown 3 situation.