Remote education provision: information for parents

This information is intended to provide clarity and transparency to learners and students and parents/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 learners/students are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to learners/students at home

A learner/student’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.

Resources and downloads

A selection of resources and downloads can be found here.

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

For learners/students accessing full time or part time home learning a contact will be made with parents/carers to assess access to remote technology and the best approach for both parent and student to class work. All students will initially have packs to start to work with whilst other accessible options such as TEAMs and Dojo are being set up. We aim to reassure learners/students at a time of uncertainty. The initial emphasis is on activities that have been seen and completed before to encourage engagement and in order to make it accessible for the learner/student and as stress free as possible for parents/carers.

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 recognise that many/all of our learners/students may not be able to access remote education without adult support. Academic learning is important, but we understand that if a learners social and emotions needs are not met there will be limited progress in meeting wider educational outcomes and a poor quality of life. Our curriculum therefore focuses on addressing the core difficulties that lie at the heart of autism.
  • Each leaver/student has a personalised input whilst on site and we aim to mirror this as far as possible in home learning. EHCP and targets are supported and met by therapy support programmes. Academic targets can only be met if we overcome these. English and Maths are key components of academic curriculum and co the focus is in home learning.
  • We teach the same curriculum remotely as we do in school wherever possible and appropriate. Learners who are part time will access work at home that continues their learning that has taken place in school.
  • However, for full time home learners we have needed to make some adaptations in some topics to suit the home environment.
  • Targets have been kept simple as per the government guidance and relate to core targets that can be embedded through a variety of topics.
  • EHCP Targets have been kept broad and linked to therapy support.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

  • This is broadly dependent on the extent of adult support in the home as our students may find it difficult to access learning independently.We aspire to remote education (including remote teaching and independent work) taking students broadly the following number of hours each day:
    Key Stage 1 2.5 hours required learning hours :

    All students will be given tasks/remote sessions for each day( in line with their specific difficulties / learning style and ability to engage for periods of time) with additional suggestions for other activities that parents can undertake in a home environment to make up the 3 hours of learning.

    Key Stage 2 3 hour required learning hours:

    All students will be given tasks/remote sessions for each day( in line with their specific difficulties / learning style and ability to engage for periods of time) with additional suggestions for other activities that parents can undertake in a home environment to make up the 4 hours of learning.

     

    Key Stage 3 and 4 4 hours required learning hours:

    All students will be given tasks/remote sessions for each day( in line with their specific difficulties / learning style and ability to engage for periods of time) with additional suggestions for other activities that parents can undertake in a home environment to make up the 5 hours of learning.

Accessing remote education

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

Website guides and parent guide and student guide for TEAMs/ Dojo.

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 students may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

  • Each student will be assessed as to the best method of accessing work – either by work packs, on line, email etc.
  • If a student needs remote access and does not have technology to support this then the school will identify these students via class teachers and look at the best solution to the issue.
  • Work will either be collected when the student returns into school each week , by the technology being used eg Teams or Dojo or by collection from home via a socially distanced home visit.
  • If there are any concerns around home learning access to resources then parents should contact the class teacher in the first instance.

How will my child be taught remotely?

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

Remote teaching approaches:

  • live teaching (online lessons)
  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • reading books pupils have at home
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences- website guide for parents.

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?

  • Each students needs are individual and all will need considerable adult support to access learning. We will work with parents/carers to deliver an ambitious, yet appropriate, offer. Class staff are led by parents/carers with regards to ow often they would like contact. We aim to make weekly contact as a minimum.
  • We also aim to share experiences of remote learning and encourage photographs to be sent in to be shared in the school/college community newsletter.
  • Where required we can offer workshops and support to parents/carers in delivery and engagement of students to complete the work at home.

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 link weekly with parents to look at their child’s engagement in the activities and work and if the mediums chosen are right for the child and the parent.
  • If engagement is a concern this will be discussed firstly with the parent as to the reasons behind this and possible additional interventions that may help.
  • Weekly review with Asst Head Teacher will flag areas of greater concern for discussion and action.

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:

  • Class teachers will feedback both directly in class to PT home learners and parents and via remote calls. FT home learners will be assessed via work returned and verbal and visual feedback, basic assessment stages, reward systems.
  • Feedback will be on a weekly basis.

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:

  • Therapy will engage with families on weekly basis to further support in the home environment.
  • Behaviour support is available for families struggling with difficult behaviours to offer advice and support around appropriate strategies to support the child.
  • Workshops and support from class teachers for parents in how to approach particular concepts and tasks within the teaching activities.