Contingency Plan for Remote Learning
‘A collective drive to raise standards and create a school of excellence where children are safe and want to learn.’
Our aim is to provide opportunities for every child to succeed through high quality teaching and the development of an engaging and relevant curriculum. We nurture each individual to become confident, ambitious lifelong learners who are responsible, kind and are prepared for the future.
Our core principles of positivity, urgency, resilience and equity underpin all we do.
- Positivity - We have a ‘can do’ attitude and recognise and harness individual talents
- Urgency - We are pro-active, and know the importance of every moment
- Resilience - We are curious to try new things and confident to challenge ourselves
- Equity - We value and celebrate differences and develop individuals
We are committed to providing high-quality teaching and learning and we dedicate ourselves to raising the achievement of every child to ensure that all children are challenged to realise their individual talents through a broad and varied curriculum. Children should encounter a range of opportunities and experiences that will foster a continued life-long love of learning. We seek to develop the children intellectually, emotionally and socially. We encourage the children to have effective learning behaviours, which they can apply to any situation. We encourage strong partnerships with parents and our wider community, and we believe that collaboration leads to greater benefits for all.
Department for Education Guidance for Schools
We use the following DfE guidance to inform our principles in guiding our home learning strategy:
- use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations
- give access to high quality remote education resources
- select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use
- provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access
- recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and so schools should work with families to deliver a broad and ambitious curriculum.
When teaching pupils remotely, we expect schools to:
- set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
- teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
- provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos
- gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work
- enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
- plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers.
We have distilled the DfE principles into the following aims:
- To provide easy access to online remote education
- To provide access to online learning platforms
- To provide engaging and interactive lessons including using video
- To provide feedback
- To provide a teaching sequence that is linked to the year group curriculum
- To provide access for all
Engagement with Remote Learning
Remote learning is a continuation of education for pupils during the lockdown period. Whilst this presents different challenges in access and delivery of learning, we anticipate that all pupils will continue to engage with their learning in this new format. We will continue to work with parents and carers to support through this time and make any necessary and reasonable adjustments necessary so that all pupils are able to continue with their learning. Engagement is checked daily by class teachers and logged weekly as a school. Where we have concerns with regards to engagement for pupils, class teachers will contact parents to discuss this and offer any support necessary to ensure that pupils are able to continue with their learning.
South Camberley Primary & Nursey School will seek to provide remote learning for all in three phases.
Phase 1 – Self-isolation
Some children will need to stay at home for various reasons, including self-isolation. The interim arrangement for these children will be the following:
- Access to familiar online platforms through pupil’s Wonde dashboard: Bug Club, TT Rockstars, Phonics Play. Pupils will be able to use these resources which link to their individual profiles to continue reading, practising phonics and practising their times tables
- In addition to the above, children can continue online learning through daily lessons with The Oak Academy, which caters for an extensive range of subjects and topics for every year group, as well as BBC Bitesize which also houses a broad selection of interactive learning opportunities for varied age ranges.
Phase 2 – ‘Bubble’ Closure
At times, the school may need to close a ‘bubble’ or a year group. In this instance the following plans will take effect:
- Continued access to familiar online platforms through pupil’s Wonde dashboard: Bug Club, TT Rockstars, Phonics Play. Pupils will be able to use these resources which link to their individual profiles to continue reading, practising phonics and practising their times tables.
- On the first day of a bubble closure, pupils will complete ‘get ready packs’ online through Google Classroom for KS1/KS2 and Tapestry for EYFS. These packs support more generalised year group outcomes for the initial day of closure. Pupils in KS1 and KS2 will access Google Classroom through their Wonde dashboard. An overview will also be available on the SCPS Home Learning Website.
- From the second day of a bubble closure onwards, teachers will set home learning lessons and activities through Tapestry for EYFS and Google Classroom for KS1 and KS2. Lessons will be available from 8am on Google Classroom and an overview will also be available on the SCPS Home Learning Website.
- There will be daily English, teaching reading and maths lessons. These lessons will contain video/audio explanations from teachers within that year group.
- Other subjects such as science, PSCHE, computing, PE, art and topic will be available for pupils to complete on different days throughout each week, ensuring a broad and balanced curriculum as if pupils were in school.
Phase 3 - This will take effect in the event of a full school closure
In the event of school closure, the school will provide meaningful and ambitious work every day which is equivalent in length to the core teaching pupils would receive in school. This will include both recorded and some live direct teaching time and will allow time for pupils to complete tasks and assignments independently.
The amount of remote education provided will be as a minimum:
- EYFS/ Key Stage 1: 3 hours a day on average
- Key Stage 2: 4 hours a day (plus an additional 2 hours for additional activities- such as outdoor learning)
The Principles of our Remote Learning Provision are to:
- give a broad balance of subjects, supported and independent work
- be engaging and allow for independent learning
- be differentiated to need
- enable our children to show they are ‘excellent learners’
- support feedback and connection between school and home
On the First Day of Closure
Children will complete ‘get ready packs’ online through Google Classroom for KS1/KS2 and Tapestry for EYFS. These packs support more generalised year group outcomes for the initial day of closure. Children in KS1 and KS2 will access Google Classroom through their Wonde dashboard. An overview will also be available on the SCPS Home Learning Website.
Second Day Onwards
From the second day of a full school closure onwards, teachers will set home learning lessons and activities through Tapestry for EYFS and Google Classroom for KS1 and KS2 which is accessed through a Wonde log in. Lessons will be available from 8am on Google Classroom and an overview will also be available on the SCPS Home Learning Website.
Daily reading/phonics, maths, English and reading enrichment (3 times weekly) will be set alongside other subjects, science, PE, PSCHE and topic which will be taught throughout the week.
Children will be encouraged and expected to complete all of the activities over the week to ensure they do not miss any of the incremental teaching sequence.
Key lessons will have either an oral or video element to explain to the children what they need to do.
Parents and carers may of course choose to do daily tasks in any order that best suits their family and circumstances.
Children will be expected to upload their work for their teacher, via Tapestry/Google Classroom, daily.
Feedback and Assessment - Phases 2 & 3
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. The teachers will review and acknowledge each piece of work, comment on and support any mistakes and provide more detailed feedback on the key pieces. This may be written in the form of a comment on successes and any areas that could be improved, through group surgeries in live Google Meets or Zooms or in the form of a voice note.
Teachers are able to check daily and monitor submission of tasks through the online platforms we are using.
Daily Meets - Phases 2 & 3
We would expect, where possible, all children to join in the ‘Google Meet’ or Zoom session with their class teacher, which we will hold daily. This is a live online meeting for your children and will link the children at home with their peers in school. At the start of the week it will outline the learning focus for the week, it will also highlight key tasks daily and will be a great chance for the class and teacher to interact, enjoy quizzes, share news and maintain home school engagement.
Children will also have the opportunity to virtually meet with their classmates in school, their teachers and support staff through Google Meets at least once a week.
(Please note these meetings are for the child only and not an opportunity to discuss anything else as a parent/carer).
Assemblies will take place weekly in various forms, which could be a celebration assembly, focus on wellbeing or our school principles. These will also cover relevant and current topics through the Picture News scheme that pupils are familiar with (Years 3 -6).
Live ‘Surgeries’ Years 1 - 6 - Phases 2 & 3
We will be offering two timetabled ‘surgeries’ per day which children may be invited to or request to attend, if they need additional support or clarification with their learning in maths or English. If there is a common misconception or a need for further input, the teacher or LSA may invite a small group of children to support. This will be timetabled.
Reading - Phases 2 & 3
We will be offering 1:1 and small group reading sessions with some children and staff will record reading enrichment sessions so that children can continue to develop their love of reading from home.
Phone calls Home
Class teachers will be contacting parents and carers by phone over the course of each week to keep in touch, this will be to check in on children’s welfare and to discuss any issues. They will leave a voicemail if they can’t get through. If parents wish to contact the class teacher, they do this through telephoning or emailing the school office (01276 63870 / firstname.lastname@example.org).Parents are also able to leave a comment on Google Classroom or Tapestry.
For pupils with additional needs, we comply with the requirements set out in the SEN Code of Practice and make reasonable adjustments in order for children to access remote learning.
Children with Educational Health Care Plans will have tasks set specific to need.
The SENDCo, and the child’s class teacher will decide on the action needed to help the child to progress in the light of any observations and assessments they have made. This may include:
- Different learning materials or special equipment
- Some group or individual support
- Access to additional resources matched to their individual need
- Remote sessions with different therapists.
Wellbeing and Support
We recognise that children may be experiencing a range of emotions in response to the Coronavirus outbreak such as stress, anxiety or low mood. We have added a wellbeing section on our website with links and contacts that may support families. In addition, our remote learning offer is designed to:
- Support social engagement and maintain friendships
- Be available to provide support and advice for families where needed
- Promote physical activity
- Focus on wellbeing through PSCHE lessons, daily Google/Zoom meets and through celebration assemblies.
Continued access to familiar online platforms through pupil’s Wonde dashboard: Bug Club, TT Rockstars, Phonics Play will be available where children will be able to use these resources which link to their individual profiles to continue reading, practising phonics and practising their times tables. The Oak Academy and BBC Bitesize resources links can also be found here.
As we are increasingly relying on technology to keep us all connected in the present climate, it is important that parents are aware of the apps and programs that their children are using. Our Online Safety area of the website provides parents with tips and links on how to keep their children safe online. Furthermore, children’s weekly computing lessons will continue to progress through our online safety curriculum and these lessons would continue for any children learning from home. All resources used and linked to through Tapestry and Google Classroom will be pre-reviewed by teachers, including videos, and where possible embedded into our remote learning platforms so that pupils do not have to deviate away from our learning provision.
Access to Devices
Should you be struggling with access to a device for pupils to complete their remote learning, or are experiencing technical difficulties in accessing Google Classroom or Tapestry, please contact the school office on 01276 63870 or email@example.com. We will work to support you in accessing our remote learning platforms and appreciate in advance any details about the device you are currently using in order for us to best diagnose and support you in the issue you are facing.
Where it might be appropriate for us to loan a school device for your child(ren) to use, you will be asked to complete a loan form on collection and understand that the device is to be used for pupils with the sole purpose of accessing their remote learning.
We are also able to assist families without an internet connection through the supply of data SIMs, data extensions and 4G routers. Please contact the school office through the above details for further information on these.
Person within our Organisation with Overarching Responsibility for Remote Learning is Mr Liam Buggs who may be contacted via the school office on 01276 63870 or firstname.lastname@example.org.