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.
For details of our Remote Learning Policy and our Operational Risk Assessment please see the links at the bottom of this page.
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.
Daily tasks will be uploaded onto Seesaw, our online learning platform.
Children accessing remote learning will receive communication from their class teacher and/or other staff members via Seesaw to ensure they are able to access learning activities successfully. Children can also use Seesaw to contact their class teacher if they have any queries relating to home learning.
We endeavour to teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, our PE curriculum currently focuses on individual skill development and physical challenges that can be completed from home with limited equipment.
We have reordered the planned curriculum in certain foundation subjects to better fit remote learning. We have also changed the planned context for learning in some subjects, for example Geography in Key Stage 1, so that it better suits remote learning.
We have created remote learning timetables for each of our phase teams to enable children to have consistency, as well as facilitating as broad a curriculum as the current situation allows. We encourage learners to focus on English and Maths activities in the morning and this includes phonics and spelling sessions. The afternoon provision allows coverage of the wider curriculum through pre-recorded teaching inputs and online activities.
Some children will receive live online 1:1 intervention for phonics and reading.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
|Key Stage 1||3 hours per day|
|Key Stage 2||4 hours per day|
Our remote learning curriculum will be shared with children via Seesaw. This learning platform has been used in school for several years and is familiar to all children in Key Stage 1 and 2.
Live elements of the day will be accessed via Microsoft Teams. All children have been set up as users and guidance on how to join a Teams meeting has been shared with families.
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:
We have ensured all families know that school devices are available to loan for the duration of this lockdown. This is a message that is regularly reiterated in communications.
At the start of this term, families were able to book an iPad for children in Key Stage 1 or a Chromebook for children in Key Stage 2. Multiple devices were available for families with siblings attending the school.
Families who have experienced significant difficulty in accessing online learning as a result of poor signal or no broadband connection have been able to access on-site provision.
The school has provided all children in Key Stage 1 and 2 with Power Maths practice books, which enables children to complete daily maths activities on paper as opposed to online (having watched an online teaching input). All children have also been provided with standard squared and lined exercise books to reduce the need to record learning on online templates.
We use a combination of the following approaches to teach pupils remotely:
We will utilise a blend of approaches in terms of delivering remote teaching.
We will predominantly make use of teaching inputs that are pre-recorded by Bosvigo teachers. These can be accessed by remote learners at their convenience and can be paused, rewound and replayed where children need this.
Further to this, we will use recorded teaching from outside sources, e.g. Oak National Academy lessons for Spelling and the wider curriculum and White Rose Maths online lessons in some instances.
Live learning will be available for some year groups in the form of online clinics, whereby children will have daily opportunity to receive live feedback and modelling in relation to their learning.
Some children will be in receipt of live online 1:1 intervention via Microsoft Teams.
Children will receive timely feedback upon submitting all tasks on Seesaw.
Children have been provided with textbooks (Maths) and reading books to use at home. Children are able to exchange their reading books every Wednesday afternoon from the entrance to the Children’s Centre.
Regular practice of specific skills will be available via web-based resources such as NumBots, TT Rockstars, Accelerated Reader and Spelling Shed.
We expect parents to support and encourage their children in engaging with daily remote learning activities. We understand that parents and carers may be working from home and have other children to support, so we have endeavoured to provide sufficient support for children to be able to engage in remote learning with limited parental involvement. However, we recognise that the more support each child receives in engaging with remote learning, the more successful they will be.
Engagement is monitored on a daily and weekly basis via Seesaw.
Where children appear to have a low level of engagement in remote learning, the
class teacher or a member of the SLT will contact the child’s family to check
on the welfare of the family, understand how the school can better support the
child’s engagement in remote learning and agree a plan for greater engagement moving
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:
Once children have submitted learning responses on Seesaw, their work will be checked by a staff member and feedback will be given to the child by way of either a written comment or an audio clip. Where feedback may be difficult to provide in this way, teachers may choose to offer children a live feedback session where they are able to clarify a misconception or model an idea.
General feedback is offered to each class on a daily basis through the morning class catch-up sessions, which are run live on Microsoft Teams.
Feedback is also offered to children through live maths clinics, which are scheduled every morning for children in Year 5 and 6.
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:
We aim to invite all of our SEND pupils into school, where it is considered to be necessary for the child’s welfare and development.
Our SEND leader supports SEND families directly to ensure their children continue to learn and thrive if they are not able to be in school.
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.
Children who are self-isolating are able to access all remote learning tasks as per their peers currently, with support in place to ensure good access to technology etc. The school also offers a wider welfare package to families who are self-isolating, including food provision.
At the point of the school reopening, children who continue to self-isolate will be provided with a complete remote learning curriculum, utilising pre-recorded teaching videos and online learning activities. Live interactions with the class should continue to be possible for self-isolating children, but the structure of these live elements may need to be changed to suit the number of children this is provided for.