This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if 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.

What should my child expect from immediate remote education in the first day of pupils being sent home?

School staff will need time to prepare remote learning and so on the day pupils are sent home or asked not to come into school, they will be given a small pack of activities to complete with links to resources online/useful websites.

Following the first few days, will my child be taught broadly the same curriculum as they would if they were in school?

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 will take pupils broadly the following number of hours each day:

EYFS	There is no set time for our youngest pupils. It is recognised that very young pupils are likely to have particular needs which cannot easily be met through uploaded lessons and tasks. For our EYFS pupils, the priority will be early reading. We will ensure continued access to appropriate reading books through Oxford Owl and/or hand delivered books and resources for early readers. We will help parents and carers to continue to support children in their early reading through recorded videos of phonics teaching and activities and phonics websites. Other tasks set will be open ended exploratory activities.
Key Stage 1	We would expect a Key Stage 1 pupil to work for, on average, 3 hours a day with frequent breaks and physical activity. This is only a guideline. A suggested time table will organise the learning and ensure that afternoon activities are more open ended. This will aim to mirror the school day as far as possible.
Key Stage 2	We would expect a Key Stage 2 pupil to work for, on average, 4 hours a day with frequent breaks and physical activity. This is only a guideline. A suggested timetable is provided for parents/carers and pupils to support them in organising the learning. This will aim to mirror the school day as far as possible.

Accessing remote education

How will my child access any online remote education you are providing?

Kelvin Grove uses Seesaw as a digital platform where teachers can create learning opportunities for pupils. These home learning tasks can incorporate videos, voice recordings, photos, text, images, files, or drawings. In addition, teachers can also use Seesaw to create a class blog, and communicate with pupils and families. It allows teachers to be available to pupils all day to respond to queries and to give feedback. Pupils can use this feedback to resubmit work after addressing misconceptions. In EYFS, we use Tapestry; this is an online learning journal for Early Years Education. Teachers can upload teaching in the form of videos, voice-overs, flipcharts and images. Parents support their children with the activities at home and then upload photos or videos – these form a record of each child’s experiences, development and learning both during periods of school closure, but is also used throughout the year to document progress.

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:

• Parents/carers can contact the school if they do not have any digital device at home. The school will provide digital devices whenever it can. • If you do not have internet access at home then let us know; the school will be in contact to let you know if a dongle or router is available and arrange a time for you to collect it and sign a loan agreement. • If a pupil is required to isolate due to a bubble closure, paper packs will be printed and available on the next school day after an insolation has begun. These can be collected from outside the school office in the morning and at the end of the day. If necessary, packs can be delivered if it is difficult anyone to collect the work. • During school closure, packs will be given out between 10am and 11am every Monday– this will be work for the whole week. Paper packs must be handed in the following week for marking. A member of staff will then call to talk through your child’s work.

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

• Recorded teaching – teachers delivering phonics/writing/maths sessions which have been prerecorded and uploaded. • Uploaded teacher flipchart slides with recorded video or voice instructions and and supporting resources. • Printed paper packs produced by teachers (e.g. workbooks, worksheets). • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences E.g. Phonics Play, BBC Bitesize, Oxford Owl, Oak Academy). • Timely teacher feedback to learning through Seesaw, phone call or Zoom where appropriate. • Zoom sessions for social interaction/pupil well being.

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?

Your child should endeavor to: • complete the learning tasks which go live each day, and use the timetable as far as possible to support time management; • upload home learning tasks onto Seesaw regularly; • present all tasks to a high standard and take pride in their work; • seek support and guidance from a teacher or teaching assistant when they need it. Parents should endeavor to: • support their child and the school by ensuring children complete their home learning and upload this onto Seesaw; • prioritise reading, writing and maths activities if time is limited; • support and encourage their children when completing their home learning; • wherever possible, be actively involved in their children’s home learning activities whilst encouraging independence and decision making. We understand the pressure of having to manage home learning and work from home simultaneously.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

• When a whole class is isolating, or during school closure, teachers will look at work regularly throughout the day between 9:00am and 3:15pm, offering support, giving feedback and responding to pupil and parent questions. • Where engagement is a concern, the class teacher will make a phone call to the home to establish what support can be offered – either with technology or with the work itself – or to encourage a pupil who is finding it difficult to engage with remote learning.

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. Our approach to feeding back on pupil work is as follows:

• Teachers will record voice notes or leave written comments on Seesaw which will aim to address any misconceptions, encourage a child to look again and edit their work before resubmitting. • If possible, work should be uploaded on the day it is set, timely feedback can then be given and the pupil is able to respond. This sort of feedback will generally be for maths, reading and writing. • All other work will be looked at; teachers can approve the work and/or leave a brief comment but this will not be for all pieces of work as we are trying to prioritise the core subjects. • Paper packs should be brought back in to school where they will be marked and followed up with a phone call to parent and child to give feedback.

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:

• Pupils with EHCPs or a significant level of need will have an identified member of staff to work with them remotely. This teacher will set appropriate work, engage with the pupil and family through Seesaw, phone and zoom where appropriate to offer whatever support is necessary. • Work in each year group will be differentiated so that pupils are given additional support through adapted activities, resources such word banks, writing frames etc

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?

When a child has to isolate, there will be a pack available to take home or be sent home the same day. This will cover a range of subjects. Pupils will be directed to websites to support learning.