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
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 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, PE lessons focus on skills sessions that are easily accessible.
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 4 hours each day.
Accessing remote education
How will my child access any online remote education you are providing?
At Great Bradfords Junior School, we are using Microsoft Teams. The children all have an individual username and password, which can be found in their Home/School Diary. The teachers will deliver daily live lessons.
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:
- We issued a Forms to ascertain any barriers to remote learning. Where children do not have a device at home, we have issued them with a laptop.
- Some families have requested packs of learning instead of their children accessing live lessons and we review these requests on a case by case basis. Outlined in their packs, are the arrangements and expectations for completing the learning packs.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Predominantly, the teachers are delivering daily live lessons for English and Mathematics. We believe this offers a personalised approach where teachers and Learning Support Assistants can offer support and guidance at the point of teaching.
There is no expectation that parents must support their children. In fact, most children would not have the same level of support in the classroom so please ensure your children do the best they can and be understanding that they may make some mistakes. Each teaching team for each year group have issued a remote learning expectations guide which covers and promotes positive learning opportunities.
Daily the class teacher will set an afternoon lesson. The children log back onto Teams at 14:20 to share their learning and engage in an end of day activity such as class novel.
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?
- The content of each session is confidential as are the log in details and passwords.
- Parents should ensure that their child has suitable workspace for learning, e.g. sitting at a table or desk, and has the appropriate equipment needed, including chargers for devices
- Parents should ensure that their child’s learning is completed and uploaded daily.
- A parent may choose to be present with the child during the session. Other members of the household should not be visible or audible.
- Parents should not feel they need to be present to support their child every lesson. Pupils are encouraged to work independently where possible.
- Parents must dress in appropriate clothing and use appropriate language.
- Parents should ensure that the pupils are aware of the Pupil expectations set out below.
- Pupils should be dressed appropriately (e.g. no pyjamas, dressing gowns, fancy dress) and sitting in front of a suitable background,
- Pupils should be aware that they should behave sensibly.
- Pupils should use polite language appropriate to the learning and write their answers in proper English (no text speak, abbreviations or emojis).
- Pupils should ensure that their learning is uploaded daily (and should seek adult support if needed).
- Pupils will join the meeting muted and remain on mute unless invited to speak.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
- Each day we take a register of who has logged onto the morning and afternoon sessions.
- Teachers expect learning to be uploaded regularly. All children have been taught to do this. Teachers will follow this up with parents if children do not engage in their learning.
- Where children fail to attend regularly, our admin and pastoral team will undertake a welfare check to see how we can help every child engage with remote earning.
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:
We use a variety of methods to provide feedback or critique. When children upload their learning teachers will provide written feedback at least once per week. In most cases this is more regular. Verbal feedback is effective and can be given at the point of learning.
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:
We will use our best endeavors to support all children special educational needs and disabilities (SEND). Children with an EHCP are eligible to attend school and this will be the most effective way to teach these children.
For other children with SEND, Mrs Bailey-Whyte has co-ordinated support for children with SEND alongside the class teachers and provided personalised learning packs, which have been distributed home.
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?
If a child if self-isolating and are unwell, they should notify the school and only re-engage with learning once they are well.
Once a child is better, they can join remote lessons.
If they are a vulnerable child or a child or a critical worker, once well enough, they should learn remotely until the end of their 10-day isolation period and then return to school.