Remote Learning

• We teach the same curriculum remotely, and in the same sequence as we do in school.

The academy works with all pupils to ensure there are no barriers preventing them from accessing remote learning. This includes;

• Providing appropriate and safe devices for pupils to access the remote learning offer.
• Providing data and internet access where needed in order for pupils to sustainably access the remote learning offer.
• Providing home packs which include any stationary and reading books, so that all can access and continue to learn through remote learning. These resources are aligned to and mirror, the digital remote learning programme in such a way so that no pupil is disadvantaged or will experience gaps in their learning.

Our remote learning offer; supports teachers in delivering effective remote learning sessions; supports parents during times of school closure or isolation; ensures children are safe and have access to remote learning when needed; supports learning for all children during remote learning. 

Pupils will receive;

• the appropriate number of live remote learning sessions in line with age, stage and learning need
• the appropriate length of live session being in line with age, stage and learning need
• an effective and informed balance of live and non-live sessions that support learning and engagement
• sessions specifically designed for remote learning rather than simply duplicating classroom practice
• sessions that support appropriate engagement and interaction
• access to devices, the internet, with enough internet data to access remote learning (where applicable)
• quality feedback
• differentiated remote learning in line with their learning needs
• Appropriate reading books provided to support pupils continued development
• Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences

Working together is vital in order to deliver an effective remote learning offer. We expect parents and carers to support;

• Pupil’s attendance and access of the remote learning. This should be to the same levels of engagement as when they are accessing learning in the school building.
• Pupil’s being on time and ready to interact and learn through timetabled remote learning sessions.
• Pupil’s completion of tasks and the submission of these to the teacher. This will allow assessment and feedback to support further learning.
• Pupils with an area at home to work, that is as quiet as possible, removing distractions for the remote learning to take place.
• Sessions not being disrupted, including anyone else in the household contributing to the session.
• Sessions not being videoed or photographed.
• All stakeholders by raising any issues or concerns with the academy.
• Pupil behaviour, so that it is line with academy expectations while accessing remote learning.

Attendance of remote learning will be taken at appropriate intervals during the day. At times of absence due to any technological issues or barriers;

• The academy will be in touch that day to discuss and support addressing these barriers ahead of the follow day’s sessions.

Where there has been absence not due to technological barriers;

• The academy will make a phone call to the home. These checks and calls will be performed daily in order to check welfare of pupils and support pupils’ engagement in learning in line with expectations.

At all stages we will work together with parents, carers and pupils to support their engagement and attendance. We will offer support and advice to parents and carers whenever it is required.

Pupils receive feedback in several different ways. These are balanced and appropriate to support teacher, pupils and purpose. These include;

• In the moment feedback during live sessions, through teacher / pupil interaction
• General marking of work submitted/ uploaded
• Verbal feedback, sent through a recorded message attached to the pupil’s work (deep feedback)
• Video uploaded to Seesaw, which identifies misconception with teacher modelling how to address this misconception (deep feedback)

Feedback is a vital part of engaging and supporting learning and wellbeing during remote learning. As such we ensure that all children get feedback daily. Deeper forms of feedback, such as verbal feedback and a modelling video are generally received by pupils weekly.

At all stages, learning is personalised to meet the needs of individuals.

Technology and platforms ensure that differentiation and bespoke support is not limited or hindered.

Support will be provided to ensure, where possible, all can utilise the technology to support their learning.

Where technology itself might prove a barrier for specific learning needs, appropriate and effective alternative will be provided.

Whilst the academy draws on the trust capacity and expertise, the academy will also liaise with wider professionals, such as vision and hearing team, speech and language and the educational psychologist.

We will;

• work with families to deliver remote education for pupils with SEND
• will ensure that all pupils, including those with SEND, will have equality of access to the full curriculum offer through remote learning
• will respond to those parents / carers who are not able to overcome the barriers to learning for their child/children as successfully as others including offering specific intervention and 1:1 remote support where appropriate.