The Clinton and Dolton Church of England Schools approach to remote education

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.

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

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.

 

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

For the first one to two days of being at home children will be provided with learning focusing on the core subjects. This will be either emailed to parents or set on seesaw.

 

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 may need to make some adaptations in some subjects. For example, science experiments will be planned considering the resources that might be available in the family home and PE will be adapted to suit exercise within the house and what might be available to support.

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 number of hours each day:

 

EYFS Will be provided with play based activities the can do at home with parents
Key Stage 1 3-4 hours a day
Key Stage 2 4-5 hours a day

This is in line with government expectations where the minimum they expect for key stage 1 is 3 hours and key stage 2 is 4 hours.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/950510/School_national_restrictions_guidance.pdf

 

Accessing remote education

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

Once parents have agreed to G suite permissions each child with be provided with an Alumnis email address. With this email address they can then log on to Seesaw which is where each child’s learning will be posted.

Each child will also be expected to log on to a google meet at 9.15am every morning to complete registration and engage in a teacher led activity to support pupil wellbeing and begin the day ready to learn.

 

If my child does not have digital or online access at home, how will you support them to access remote education?

We will do our utmost to support families to get on line enabling pupils to access the learning and google meets. However, 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:

  • All school staff will seek to provide a solution to accessing remote learning by talking through difficulties on the phone.
  • The school will engage in the government initiative to provide more lap tops to school, will order the amount we have been allocated and priories accordingly.
  • The school will seek to lend laptops or tablets where appropriate.
  • The social inclusion officers will look to support families to access learning at home by visiting homes if necessary.
  • Work can be printed off and collected at The Clinton School if parents are unable to access learning

 

How will my child be taught remotely?

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

  • Face to face sessions with the teacher, daily.
  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • The use of Seesaw to upload all learning and direct pupils and parents to key places.
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • long-term project work and/or internet research activities linked to our Character Education Programme and enrichment.

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?

  • All children are expected to engage in the activities and learning. The class teachers will have thoughtfully planned each session to ensure it is accessible to every child, including those with SEND.
  • Parents should support pupils where appropriate – there may be some activities that children can access independently and others that require more adult intervention.
  • Children to read daily, to an adult or on independently – the books they are reading can be recording by a photo on Seesaw.

 

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

Class teachers will register the children online daily. If they haven’t been informed of an absence before the session admin or the class teacher will make contact after registration following our ‘child missing from education’ processes as outlined in our safeguarding policy.

Class teachers will also keep track of the work being submitted by individual pupils daily. If a child is not submitting learning daily, then the teacher will make contact through email or ringing home to discuss with parents why and offer support.

If there are ongoing concerns, then the head teacher will make contact with families and may refer to outside agencies or the social inclusion officers for support for the families.

 

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:

  • Virtual group feedback sessions on google meet.
  • Written feedback pieces on Seesaw.
  • Likes on Seesaw to acknowledge the work has been received and read.
  • Head teacher’s celebration of work session on Fridays.
  • Mini quizzes and google forms/ questionnaires for elicitation and application tasks.

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:

  • Learning will be tailored to meet the needs of each child and set on their own individual journals on Seesaw.
  • Teachers will stay online at the end of each morning session to offer support if needed.
  • Staff will provide videos to support learning.

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?

The remote learning will not differ as it will still be uploaded daily onto Seesaw.

The google meets will not take place each day but a phone call will be made to home by a member of staff, daily.