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Sneyd Academy

Remote Learning Parent Information


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 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?

Wherever possible, pupils will be sent home with work which was planned to be covered on the day in paper format. From the following day, parents will be set work as follows:

· Work will be set using live lessons on Microsoft Teams. Work must be returned via Class Dojo. A child can expect to receive activities covering maths, English, phonics/spellings and topic. Access to Bug Club and Times Tables Rockstars is also encouraged.

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?

Pupils learning at home will cover work in line with what their peers in school will cover. The exception to this may be where pupils require access to specialist equipment eg woodwork in DT or use of specific software in computing. Every effort will be made to ensure that where pupils are not able to follow the full curriculum at home, that opportunities will be made available to pupils.

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:

Key Stage 1approximately 3 hours per day of activities including reading and number bonds (Y1) or Times Tables Rockstars.
Key Stage 2approximately 4 hours per day of activities including reading and Times Tables Rockstars.

Accessing remote education

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

Sneyd Academy uses the following resources:

Class Dojo

Microsoft Teams

Phonics Play

Oak National Academy

Bitesize

Bug Club

Times Tables Rockstars

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:

Pupils are able to loan a laptop from Sneyd Academy by prior arrangement and following receipt of a signed agreement from a parent. Laptops are available for the duration of home learning and are quarantined and fully sanitised between loan periods. We are also available to provide support for internet access. We have a number of dongles, SIM cards and WIFI vouchers available for parents, For pupils with high level SEND needs, or for pupils with EAL who are accessing work below that of their year group, paper packs can be provided for basic skills work.

How will my child be taught remotely?

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

· Each day begins with a live welcome session on Microsoft Teams. This session explains the work for the day and the expectations of the children. A lunchtime session occurs to review morning learning and an end of the day session to address misconceptions.

· Throughout January, staff will build up to the teaching of maths, english, phonics and spelling via Microsoft Teams. Afternoon topic lessons will be provided via a pre-recorded online video generated either by the staff or using resources from the Oak National Academy.

· Work is to be returned to school via portfolio on Class Dojo. Individual feedback is given to children for all work submitted.

· In early years, activities may be more practical in nature. As young children often learn through play, structured sessions will last approximately 2 hours per day with reading and practice of letter formation/name writing on a daily basis.

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 understand that many parents may also be working from home as well as supporting their children with home learning. Teaching is set up to allow your child to be as independent as possible. Where pupils are finding activities difficult, we ask that parents communicate this with their child’s class teacher as soon as possible.

· Wherever possible, staff will contact pupils on a 1:1 or small group basis via Microsoft Teams to discuss their difficulties and to support them to complete activities successfully.

· We would ask that parents encourage their children to complete as many activities each day as possible to enable their child to maintain learning at a similar pace to their peers. This can be achieved most successfully by setting up a timetable and for supporting your child to create a structured routine.

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

· Engagement is checked on a daily basis. Where we do not see engagement in live lessons or submission of work, staff will contact parents initially to check on any potential barriers to learning and to offer support. Where parents do not engage, this will be escalated to class teacher and then Senior Leadership Team level. At this point, a home visit may be required.

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 Dojo allows us to give feedback to children on all work submitted. This will be done as soon as possible after it has been submitted. We expect feedback to be motivational (celebrating your child’s success) and diagnostic (identifying what your child has not completed correctly, giving advice and encouraging them to repeat part of the activity to check understanding).

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:

· During periods of lockdown, pupils with an EHCP are welcome to attend Sneyd Academy in line with our risk assessment. These pupils will receive support in line with normal daily practice. Where possible, specialist support sessions will be offered to small groups of pupils with SEND to enable them to continue with programmes implemented in school.

· Sneyd Academy will also allow assessments of SEND pupils by visiting specialists wherever our risk assessment allows, to ensure that programmes can be reviewed in line with the needs of our pupils.

· Provision for our SEND pupils is managed by our SENCO, Mrs Kyla Tideswell.

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?

Wherever possible, pupils will be sent home with work which was planned to be covered on the day in paper format. From the following day, parents will be set work as follows:

· If this is an isolated case within a class, work will be set using Class Dojo. Work must be returned via Class Dojo. A child can expect to receive activities covering maths, English/phonics and topic. Access to Bug Club and Times Tables Rockstars is also encouraged.

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