Remote Learning

WHEN LEARNING HAS TO BE DONE AT HOME… 

When children are required to be at home, and unable to attend school – the learning does not stop at DCIS. Since October 2020, schools have been required by law to provide effective education to those children who are unable to access face to face teaching; DCIS has risen to the challenge! 

This information is intended to provide clarity and transparency to families about what to expect from us in relation to remote education – if restrictions require entire cohorts (or bubbles) to remain at home, or if individual children are self-isolating (see last section).

The information is organised by the key questions that families may have regarding our online learning offer.

If a sudden closure is needed, what will the first one or two days look like for us as a family?

A pupil’s first three days 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. As such, in the first day or two of a longer period of closure we will:

  • Expect children to read their current reading books, practise their Phonics Packs (if they have them) and complete any outstanding homework/tasks which are currently allocated on SeeSaw/ Tapestry and/or your home learning project.

How does the substantive remote curriculum align with the ‘normal’ school curriculum?  

  • The remote curriculum which the children will follow closely mirrors the learning that would have taken place in the classroom. For example, children will still progress through our phonics and maths scheme at the same pace as if they were in school.
  • The remote curriculum will also encompass the vast majority of subjects that the children experience in school. Whilst some learning experiences that would have taken place in school are simply not possible via remote learning (e.g. the more practical aspects of the Design Technology, Science, PE and Computing curricula), teachers will either move this learning to a period when children return to school, or source alternative theoretical learning to mirror the learning intention (e.g. a video of a science experiment, or online simulation).
  • Whilst PE cannot be taught remotely, we do expect that children take part in physical exercise and challenges as directed through our remote learning tasks.

Which tools and platforms do you use in order to deliver the remote learning?

  • SeeSaw – this is the primary hosting platform in Key Stage 1 (Year 1 &2) – where all tasks are ‘housed’ and children can respond to tasks set. This can be accessed via an app or website link.  
  • Some subscription websites, such as Times Table Rock Stars, Numbots and Espresso.
  • Zoom – families will follow the allocated link to access an open Zoom meeting.
  • Learning videos are uploaded to SeeSaw– but only accessible via unlisted link.
  • We do not expect families to have access to any specific software or printing facilities – as all requirements are housed within our platforms.

What if we don’t have the ‘kit’ needed for online learning?

We recognise that for some families, remote education is daunting and may not have the equipment that is required. In order to help, we can:

  • Provide a place in school, where vulnerable children and critical workers are able to attend. Not being able to access any home learning can make a child ‘vulnerable’.  

These discussions will be had with families as soon as closure is announced – if not before. During the first day of school closures, all families at home will be contacted to ensure that they are prepared and able to support the remote education plans at home.

How much do you expect children to engage in the learning and what will happen if you are concerned about levels of engagement? How will you support us as a family?

  • We expect all children at home to engage in the teaching and study activities set each day.
  • If a child does not access home learning, a call home is made to see how school can remove any potential barriers so that remote learning can resume. This may include staff providing additional tutorials online to show families how to access specific learning tasks, or staff supporting families to plan effective remote learning routines. If these cannot be embedded or prove unsuccessful, a place may be offered in school, where vulnerable children and critical workers are able to attend. Not accessing any home learning can make a child ‘vulnerable’.  
  • We have deliberately ensured that the teaching is pre-recorded to support families who have several children at home (who may share a device), or where adults may be home-working – so that the tasks can be completed as flexibly as possible.
  • The ‘open Zoom’ is designed as an opportunity to support children and families. Staff also have time built in to the day to phone parents and respond to emails from families who have queries or concerns.   

How will my child receive feedback on their learning? 

  • The SeeSaw platform allows teachers to feedback on all individual pieces of work – through both written and verbal feedback. Teachers have allocated time to provide this feedback each day.

What will happen if my child has additional needs and requires additional support? 

  • Each day, staff review engagement and achievement of all children in their class. If a child appears to require additional support,1:1 phone calls or a ‘Zoom’ meeting will be arranged.
  • Tasks can be differentiated at individual level via SeeSaw
  • Children who have an EHCP or support plan, who are not in school, will be afforded additional contact via the Parent Support Advisor. This will be additional to the general individual ‘check ins’ that are planned each week.
  • Children with visual problems will be posted reading scheme books, so they spend less time on screen than other children.

What will remote learning look like if my child is self-isolating, but the majority of the class are in school?

  • Daily learning tasks will be allocated via SeeSaw after day three. These will match, or closely match, those that the children in school are completing. Engagement will be monitored and feedback and support provided in line with the above protocols.
  • Children will have reading books and phonics activities allocated.

This information has been formulated in line with DFE guidance.

The following logos are links to the primary learning platforms which we use. Your children should have their log in details, but if not – simply contact your child’s class teacher. 

Phonics Websites 
Phonics Tracker Games – free games to support our phonics programme 
Phonics Play Games – currently free activities to support our phonics programme 
Phonics Bloom – some free games to support our phonics programme (some are subscription only) 

For support in home teaching phonics – please see our Phonics page on the Curriculum tab to access additional information and support videos.

Literacy learning

Audible – free online reading books and audio books for children 

Authorfy – access to masterclasses on texts from a range of authors, including videos from the authors and activities linked to novels.

Book Trust – a site with recommended booklists, categorised by age range and topic, including fiction and non-fiction. Family activities are included in the ‘Home Time’ section.

Literacy Shed – downloadable resource packs with tasks based on video clips on YouTube.

Numeracy Learning

Hit the button – quick fire mental maths

MathsZone – a huge selection of online maths games

Maths Mastery– downloadable guidance and resource packs for parents and pupils

Number Blocks – videos for numeracy development designed for children aged 0 to 6. There are fun activities that can be applied to everyday life and play.

Top Marks – a range of interactive maths games categorised by age group.

Interactive Visits

San Diego Zoo

Yellowstone National Park

Mars!

Farm tours

The Louvre

Mental Wellbeing

Anna Freud – wellbeing advice for all those supporting children and young people.

BPS – advice on dealing with school closures and talking to children about COVID-19.

The child bereavement network – advice on supporting grieving children during the coronavirus outbreak.

Physical Education

Boogie Beebies – videos that get younger children up and dancing with CBeebies presenters.

Disney 10 minute shakeups – 10-minute videos based on Disney films that count towards a child’s 60 active minutes per day.

Joe Wicks (The Body Coach) – YouTube channel for live and recorded children’s daily workouts

Other Resources – trying to replicate a school experience

https://www.bbc.co.uk/bitesize – you can select the year group your child is in and there is a Maths, English and one other lesson per day

The Oak National Academy- this too tries to recreate a classroom situation and gives access to online lessons and videos.

Keeping your children safe online

This link is for parents and takes you to a wealth of resources linked to different aspects of keeping your child safe with online learning. THESE ARE NOT LINKS FOR CHILDREN. 

Parent link to online safety resources

Vodafone Digital Parenting Site

NSPCC Online Safety Site

Think You Know Site

Mrs. Winter - Partnership Headteacher
Mrs. Hutt - Acting Partnership Headteacher
Drayton Community Infant School, School Road, Drayton, Norwich NR8 6EP
Telephone: 01603 860272 • Email: officedrayton@istnorfolk.co.uk