Hopton’s Remote Education Provision: Information for Parents
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
In the first week of remote learning, the learning will be uploaded to the class pages of the website and a weekly overview will be posted to class stories on Class Dojo. There will not be remote teaching this week as teachers will be given time to adequately prepare for remote teaching/learning for the upcoming weeks.
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 aim to teach most of the curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example:
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 |
On average 3 hours (as per government guidelines) |
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Key Stage 2 |
On average 4 hours (as per government guidelines) |
Reception: will be using Tapestry as the portal for posting remote education (as per normal during the year). This is a platform that parents are used to through the sharing of learning journeys. In addition to this Class Dojo will be used to communicate with parents and reward pupils for their remote learning.
Year 1-6: In these year groups we are using Class Dojo as a platform for our remote education. This is where all remote learning updates, links to Google Meets, posting of pupils learning (on their portfolio), rewards for remote learning and communicating between parents and teachers will take place.
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:
From a survey collecting information on families digital access for remote learning; we have identified which families would benefit from accessing laptops that can be loaned from the school for the time that remote learning is in place.
These devices come pre-installed with the software required for home learning. Please phone the office on 01502 730489 to discuss this further.
For any further questions linked to digital access, remote learning accessibility or how to submit work on Class Dojo to teachers: Please phone the office on 01502 730489.
We use a combination of the following approaches to teach pupils remotely:
In this section, please list the range of approaches you use to teach pupils remotely.
As part of this list, schools may wish to indicate the extent to which they are used, and subjects and key stages these approaches are used in, if there are differences.
Some examples of remote teaching approaches:
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Our online portals (Tapestry and DoJo) track pupil engagement and the class teacher will be able to see which children are taking part in the work that is offered. We will check in with families using the following system:
Step 1
Step 2
Step 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. Our approach to feeding back on pupil work is as follows:
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 will endeavor to support children who are struggling to complete the remote education offer in the following ways:
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?
Once contact with the office has been made to identify a need for self-isolation: class teachers will be informed and will post English, Guided Reading, Maths and a wider curriculum activity each day needed for the self-isolating pupil(s). This will be a reflection of what is being taught in the classroom wherever possible. If further explanation is needed to support a lesson-pre-recorded lessons will be linked in overview. (ie YouTube, BBC, Oak National Academy, etc)
All completed work can be uploaded using Tapestry and Class DoJo so that the teacher can offer feedback.