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.
At Cyril Jackson, we strive to provide a stimulating environment where pupils encounter challenging and creative learning experiences in order to motivate our pupils to be active citizens and life-long learners. Our mission of providing high quality education applies equally to our Remote Education offer as it does to our in-school provision. With this in mind, 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:
- Teaching quality is more important than how lessons are delivered.
- Ensuring access to technology is key, particularly for disadvantaged pupils.
- Peer interactions can provide motivation and improve learning outcomes.
- Supporting pupils to work independently can improve learning outcomes.
- 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’
On the basis of this guidance, 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 Four 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.
Preparation: Learning Packs
Every pupil at Cyril Jackson has been given a ‘Home Learning Pack’ which contains exercise books, workbooks (White Rose and RWI, where applicable), Wonde emoji passwords and other resources to support with every situation where a child may need to learn from home.
Each model of Remote Education will use a combination of approaches to assess what each child has learned, including:
- Consolidation quizzes
- Self-marking quizzes
- Retrieval activities
- Identifying misconceptions
- Identifying gaps
A detailed look at each model
When a model of Remote Education is activated, a letter and accompanying text message is sent to parents/carers which advises their child’s Google Classroom code/s. Pupils will use the books and resources from their Home Learning Pack to complete the tasks set. 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:
|Year Group||Study time|
Years 2 - 6
Elm (SEND provision)
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 of wellbeing suggestions on each Google Classroom for pupils to engage with and a series of other online resources.
Enrichment assemblies will take place at the end of every half term to encourage children to participate in independent pursuits and interests at home. They also celebrate the children and their successes in areas outside their academic learning.
Enrichment Clubs also take place online. Sadler's Wells dance group, who we work alongside, film and record sessions for our pupils - to develop their physical fitness at home. Debate mate is continuing for Year 5 and 6 virtually. This enables the children to continue with their interests whilst developing debating and their oracy. It has been shown to increase confidence in young people.
Our Pastoral Team and Senior Leadership Team making weekly wellbeing calls to the families of vulnerable children who are not in school.
Reflection and breaks
Throughout the week there are wellbeing/reflection slots timetabled into every year group’s learning. 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.
Suggested ideas for promoting good mental health and wellbeing
- Daily exercise - this has been proven to have a positive impact on wellbeing in all age groups.
- Mindfulness games and activities
- Reading for pleasure regularly (you'll find recommendations on our Year Group pages)
- Writing a journal of their thoughts
- Drawing or designing
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