Learning and Living Together

Remote Learning Policy autumn 2020

Cale Green Primary School

Remote Learning Policy

Autumn 2020

This policy has been written by the school, building on national best practice, the EEF Stockport Local Authority, the National College and the Department for Education including information from the following websites:

https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/using-digital-technology-to-improve-learning/

https://www.gov.uk/guidance/remote-education-during-coronavirus-covid-19

https://search3.openobjects.com/mediamanager/stockport/fsd/files/parent_and_carer_homeschool_toolkit.pdf

Rationale

In our truly comprehensive primary school, we have created an environment where we celebrate our diversity and actively promote it as a strength of the school.

In order to maintain our safe, calm and positive atmosphere, which permeates the day to day life of the school and which is sympathetic to pupils’ cultural, ethnic and social needs, we have created an orderly environment based on a sense of community and shared values where building and maintaining relationships is seen to be important – with ‘Living and Learning Together’ at the heart of our school ethos.

At Cale Green, we nurture every child’s unique talents to enable them to flourish in a climate of high expectations, innovation and creativity. If children are unable to attend school due to closures, we are committed to providing remote learning opportunities to deliver a coherent range of curricular experiences. The policy outlined here reflects a clear commitment to reinforce skills and give pupils access to remote learning activities which will meet their needs, building upon prior learning and referencing the work of John Hattie, understanding that the relationship between teachers, parents and chidlren can not be underestimated.

Aims

This Remote Learning policy for staff aims to:

  • ensure consistency in the approach to remote learning for pupils who are not in school
  • set out expectations for all members of the school community with regards to remote learning
  • provide appropriate guidelines for data protection

 

This Remote Learning policy for pupils aims to:

  • have structured daily opportunities to connect with learners across the school week
  • provide continuity of learning and skills development
  • ensure planning for opportunities for pupil achievement and attainment
  • ensure we get it right for every child and that all children in our school are safe, healthy, achieving, nurtured, active, respected, responsible and included

 

Learning Outcomes:

  • Developing an effective remote education programme that is aligned with in-school provision and curriculum planning.
  • Recognising how remote education fits into school policies and legislative frameworks.
  • Cultivating a whole school approach to remote education and understanding your safeguarding requirements.
  • Recognising the importance of effective communication and consideration for wellbeing.
  • Understanding the impact of technology for teaching and its effective use in remote education.

 

Roles and Responsibilities

The role of staff is to:

  • provide a learning platform where all children have the opportunity to engage in learning
  • promote an ethos of inclusion, respect, fairness and equality
  • ensure that cyber resilience and internet safety is central to all digital technology use as set out in the Digital Learning and Teaching Policy
  • observe and monitor children’s learning
  • provide support and guidance for pupils
  • keep abreast of research and national agenda and demonstrate an ongoing commitment to professional learning
  • engage with effective learning and teaching resources

 

The role of the pupils is to:

  • participate in online learning and activities as published by their teachers
  • ensure everyone feels valued, respected and included
  • promote respect in relation to the rights of others
  • contribute their views through Tapestry and/or the school website
  • offer peer support and guidance through shared learning

 

The role of parents is to:

  • encourage pupils to access online learning and associated activities
  • support the school values
  • foster an open pathway of communication between the school and home where appropriate

 

Two resources which will be useful for parents can be seen below and can be found on the school website:

 

 

 

 

 

 

 

 

 

 

 

Expectations for learning provision:

  • teachers to follow class timetable as far as possible with reinforcement and consolidation of skills and concepts.
  • all classes in Early Years to use Tapestry to provide regular learning opportunities and feedback
  • all classes in Key Stage 1 and 2 to use the school website as a starting point for sharing work
  • all teachers are responsible for planning, assessment and for meeting the needs of all children.

 

The following sets out criteria for remote learning. Teachers will provide:

  • a daily literacy and/or English tasks
  • daily maths and/or numeracy activity
  • daily guidede reading sessions 
  • a weekly range of other curriculum areas including science, IT, art and PSHE

Pupil led learning with relevant contexts for skills development and independent research opportunities using the ‘Flipped Learning’ model

John Bergman’s model of ‘Flipped Learning’ is a teaching method that delivers learning content to children at home through electronic means and then uses class time for practical application activities such as low stake quizzes.

 

  • a range of synchronous and asynchronous lessons in a blended format in the event of a class lockdown is the most beneficial

 

 

Practical Information

  • Teachers should be available from 9am- 3.30pm. If a teacher is unable to provide learning for the day due to their own or a family member’s illness, another member from the phase will provide this. The teacher should report the illness to David Marshall, Headteacher; Sarah McHugh, Deputy Headteacher or Katherine Horrabin, Business Manager.
  • The upload function on the school website and Tapestry can be used to enable pupils to submit evidence of their learning. Teachers are then able to assess and track all learning submissions.
  • Where possible pupils should log in to their accounts to track progress.
  • Where web-based activities do not offer a tracking/assessment function then pupils should record their progress and share with the teacher. This could be in a document or a screenshot of the result.
  • There will be regular daily check-ins with pupils to provide direction, give feedback and provide an opportunity for pupils to ask questions. Feedback will be given on a daily basis.
  • Remote learning should be available from 9am- 3.15pm.
  • A number of well-established websites have been identified to use for remote learning:
  • Oak National
  • BBC Bitesize
  • Spelling Shed
  • Education City
  • TT Rockstars