This information is intended to provide clarity and transparency to pupils, parents and carers about what to expect from Remote Education at Cyril Jackson Primary School when national or local restrictions require individuals or entire cohorts (bubbles) to remain at home.

Our approach to Remote Education is rooted in the latest evidence-based research from the Education Endowment Foundation (EEF). The EEF examined the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to COVID-19. The recent EEF review, Remote Learning: Rapid Evidence Assessment (April 2020), identified the following points to consider when implementing strategies to support pupils’ remote learning, or supporting parents to do this:

1. Teaching quality is more important than how lessons are delivered.
2. Ensuring access to technology is key, particularly for disadvantaged pupils.
3. Peer interactions can provide motivation and improve learning outcomes.
4. Supporting pupils to work independently can improve learning outcomes.
5. Different approaches to remote learning suit different types of content and pupils.

When focusing on delivery, studies that have examined the differences between live teaching and pre-recorded lessons on student outcomes found mixed and inconclusive results, with no evidence that one was better than the other in terms of student outcomes. According to the Remote Learning review ‘there was no clear difference between teaching in real time (“synchronous teaching”) and alternatives (“asynchronous teaching”).’ However, as Simon Cox, Mathematics Specialist for the EEF, stated:

The first and most crucial [point] is that teaching quality is more important than how online lessons are delivered. What matters is ensuring the elements of effective teaching are present – such as clear explanations, scaffolding, and feedback – and whether those explanations build clearly on pupils’ prior learning or how pupils’ understanding is subsequently assessed. In short, pedagogy trumps the medium. That’s the case whether teaching is live or pre-recorded or a mix of both.

Cox continues by stating, ‘Learning through lockdown is about doing what is best for your pupils, your community, your teachers, and your school’

With this is mind, we have built four models of Remote Education, ensuring that we take into consideration the many different situations of our pupils and families. The most important issue is that our pupils are able to access their learning. Each model best utilises the resources available and attempts to avoid the barriers that may prevent engagement with learning.

Our Models for Remote Education

Tap the flowchart to enlarge

Each model enables our students to remain connected and engaged in their learning when unable to attend the school setting in person. Google Classroom, the web service developed by Google for schools, is used for all of our Remote Education. Depending on the model of learning, children will be able to access a range of live, recorded and web based lessons and tasks which reflect the learning they would be undertaking in school.

A detailed look at each model

When a model of Remote Education is activated, a text message is sent to parents/carers which advises their child’s Google Classroom code/s. Pupils will use the books and resources that have been sent home to complete their tasks. If parents need more resources they must contact the school and arrange to pick these up from the school office. The school follows all track and trace procedures and will communicate a return to school date with all parents/carers.

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 the following number of hours each day:

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 have undertaken the following steps to support those pupils to access remote education:

• We have asked parents to complete surveys to communicate how many devices they have available for home learning in their household, how many children will need to access these devices and if they have Wi-Fi access. The initial survey was completed in September and a follow up in January to ensure our picture of the support needed was up to date.
• If home situations have changed since the follow up survey was completed, please email us - outlining what support you need.
• For households without Wi-Fi access, the school has provided a code in order to access a free local Wi-Fi hotspot.
• Households with no devices available to them have been prioritised to be loaned a device from the school. Once all these families had been given a device, we shall distribute the remaining devices to families who have more than one child accessing home learning. Families who are loaned a laptop must sign a loan agreement form.
• Trouble shooting sessions, held via Zoom / Microsoft Teams, have taken place to support parents/carers with getting online, accessing lessons and uploading work.
• Our aim is to ensure every household is able to access the work set on Google Classroom.

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 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/carers to support pupils in the following ways:

• Pupils who access our SEND provision will have individual learning experiences based on their needs and will access bespoke learning on Google Classroom. This will be led by the members of staff who support them when in school.
• A flexible approach has been adopted to meet the needs of pupils and to support parents/carers. Where pupils do not have access to Google Classroom, or the platform is not suitable for them, links to YouTube videos are shared on a weekly basis with parents.
• Video tutorials for specific interventions, such as Attention Autism and TACPAC have been shared with parents/carers to provide support and guidance.
• Physical resources have been provided to enable parents/carers to make the learning engaging. For example, books, toys and TACPAC packs have been provided.
• For those pupils who have a tailored programme of remote learning, the SENCO has scheduled weekly meetings to provide advice to parents/carers and to monitor the pupil’s engagement.
• Arrangements have been made to provide parents/carers with access to support and advice from professionals on a regular basis.
• For those pupils who have speech and language interventions, weekly teletherapy sessions are taking place.

How will you support my child’s mental health and wellbeing during their time at home?

We recognise that, whilst pupils are away from school, their overall mental health and wellbeing are of paramount importance. With that in mind, we have a number wellbeing suggestions on each Google Classroom for pupils to engage with and a series of other online resources on our website.

Enrichment assemblies will take place at the end of every half term to encourage the children to participate in independent pursuits and interests at home. They also celebrate the children and their successes in areas outside of academic learning.

Our Pastoral Team make wellbeing calls to the families of isolating pupils on days 5 and 7 of their.

We also recommend, when not accessing their learning, as much time away from screens as possible. It is essential to maintain a healthy balance away from their Remote Education and pupils should take some time each day away from a screen to engage with their environment and the people around them.

Some ideas we recommend:

• Daily exercise - this has been proven to have a positive impact on wellbeing in all age groups.
• Yoga
• Mindfulness games and activities
• Knitting
• Gardening
• Reading for pleasure regularly (link to 25 books for each year group)
• Writing a journal of their thoughts
• Drawing or designing