MSS Remote Learning Procedure February 2021
Information about our remote education
Adapted from a template designed to help schools to share relevant information with students and parents or carers about how we provide remote education. The information should be published on school websites by 25 January 2021 to support understanding of what students, parents and carers should expect during periods of school closure or student isolation relating to coronavirus (COVID-19).
Remote education provision: information for parents & carers
This information is intended to provide clarity and transparency to students 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 students are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to students at home
A student’s first day or two 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.
What should my child expect from immediate remote education in the first day or two of students being sent home?
In this section, please describe briefly what remote education provision you will make available immediately. This may include, for example, sending students home with workbooks to complete independently in the first instance.
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.
How will my child be taught remotely?
We believe that the closest we can make the remote learning experience to a typical day at school, the better. This is because the greatest protection of students’ mental well-being is to maintain the routine and structure of the school day. Additionally, reduction in change, with so much turmoil imposed by the need to learn remotely, is the key to supporting children’s welfare and safety – the foundation to student progress and outcomes.
As a result, students’ timetables are fully matched during remote learning, including morning and afternoon tutor times, exactly as per their timetables. For our Distance & Blended Learning Policy, please click here.
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 students broadly the following number of hours each day:
Key Stage 4 and 5
5 to 6 hours
Accessing remote education
How will my child access any online remote education you are providing?
We use a combination of the following approaches to teach students remotely:
Google Classroom: central repository for all staff to set, assess and feedback to work for all children at both Key Stage 4 and 5.
Sub-modules for Teaching & Learning include:
Nearpod (D(M)IT & Enterprise)
Quizizz (Chemistry, Engineering, Design Technology)
SENECA (English, Chemistry, Applied Science, Human Biology, Forensics & Criminal Investigation)
YouTube (across the curriculum)
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 students may not have suitable online access at home. We take the following approaches to support those students to access remote education:
Through parent/carer and student surveys and communication, we have identified where digital devices are not available for all students
In each case, we have lent suitable digital devices (provided by the MAT IT network) within days of the issue being raised. More information has been provided by all school communications, where appropriate and reinforced through website archives
We have avoided the reliance on printed materials by the way in which work has been set and collected
Details of how work can must be submitted, means of communicating where problems occur have been included in all school communications and monitored through regular surveys with students and parents/carers
Some examples of remote teaching approaches across both Key Stages 4 & 5:
live teaching through Google Meet (first 10 to 15 minus) during which intended learning is explained and clarified
Independent activities which develop the necessary Knowledge, Skills and Understanding (main body of timetabled lessons)
live drop-in clinics for the last 10 to 15 minutes of lesson, for specific, differentiated feedback for students.
recorded teaching (e.g. video/audio recordings made by teachers, through Google Meet or Loom)
workbooks, worksheets, text books (e.g. anthologies) and exercise books have been provided and collected where appropriate
Use of digital platforms, as cited above
It is common that change caused by remote learning can cause difficulties for students:
in recalling their passwords and login details so we have the following link for parents/carers
In locating the link to the relevant Google Meet for live lessons so we provide this clarity and consistently use this practice across the curriculum and Key Stages
In organising their activities throughout the day, week and month, we schedule activities to appear in their Google Calendars at the beginning of the day, forming a timetable specific to each day, upon which students can simply click and go straight to the assignment and link to live lessons.
It is important that staff can access the school information management system, even when working remotely so:
Staff have been provided with remote desktop access with the following details
How is the Quality of Education monitored?
This is ensured through school leaders’ completion of virtual learning walks – considering Google Classroom shared learning intentions, implementations and recorded assessments/feedback (impact).
To support & challenge staff, the following ground rules are in place for monitoring records:
They will not be used for performance or appraisal purposes
They will focus on the appropriate range, quality and quantity of work provided
They must be accompanied with dedicated CPD during the lockdown period
They must be accompanied by clear protocols to Safeguard staff and students (policy of Google Meet use)
Students’ engagement is regularly harvested through 1-4 scale for all students across the curriculum at both Key Stages, using the following criteria:
1. Excellent – All or almost all work completed, either submitted online or through good attendance at lessons, meeting or exceeding our high expectations (they need praise)
2. Good – Work attempted and submitted, lessons attended where appropriate, meeting our high expectations (not an issue no need to contact with a concern)
3. Requires Improvement – Some or little work completed and submitted or lessons attended but not enough, not meeting our high expectations (needs contacting to establish barrier or chasing)
4. Inadequate – No or little work completed or submitted, not even meeting basic expectations (needs contacting to establish barrier or chasing)
Student surveys use a 1-4 scale to express satisfaction and experience with remote learning for all subjects and other aspects of provision
Parent/Carer surveys use a 1-4 scale to express satisfaction and experience with remote learning for all subjects and other aspects of provision
How do Leaders ensure Continued Professional Development?
This is held weekly in immersive sessions after school every Tuesday and briefings every Tuesday and Friday (Friday focuses on individual student vulnerability and progress).
These sessions are held virtually and specifically share good practice for effective home-learning and development of staff skills, knowledge and understanding to continue to improve and to adapt provision.
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?
Setting expectations and following up that they are met:
Every communication throughout terms 1, 2 and 3 has clarified expectations for students’ engagement with remote education and regularly measured through a 1-4 grading scale, recorded in SIMs
Every communication throughout terms 1, 2 and 3 has clarified expectations of parental support, for example, setting routines to support your child’s education
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Three weekly, there are formal records made of engagement by students in all subjects at both Key Stages across the curriculum
Everyday, students who have not engaged in tutor time (am) or morning lesson Google Meets are contacted by the Pastoral Leader, SEND team and school administer
For students with serial engagement concerns, invitations and accommodations are made for students to attend school safely. This is maintained until engagement has improved with some evidence of sustainability
How will you assess my child’s work and progress?
Feedback is provided:
During Live Google Meet sessions
One-to-one Google Meet sessions
Written as comments and suggestions through Google Docs/Slides/Sheets and within Google Classroom
Automatic diagnostic data from Quizizz (which can also be emailed to parents/carers)
Tutor Google Meets
Whole School virtual Assemblies (reward & celebration)
Additional support for students 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 students, for example some students 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 students in the following ways:
All SEND students, and students with other vulnerabilities, are invited into school where they can access all their lessons through the school’s IT network and associated resources.
These suites are supervised and teachers support students who need it, when they need it.
SENDCO, on Mondays, provides some support and HLTAs on Tuesday, Wednesdays, Thursdays and Fridays.
This support is further boosted by the regular liaison with outside agencies, such as Occupational Therapists, Youth Workers, schools nurses, Family Intervention Services, Social Work and area specialists, such as Counselors.
Remote education for self-isolating students
Please see above for the methodologies for continuing learning as closely as possible. In addition, we have conducted exam conditions and concessions remotely, where necessary for the completion of mock examinations.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
During periods where the small minority of students are self-isolating, work is set, checked and assessed via Google Classroom, using many of the methods described above, but the live elements are limited, due to the need for the teacher to lead learning in their physical classrooms. Some use of Google Meet and Loom video recordings is then shared to support those self-isolating students. Close liaison between staff and parents/carers and students during remote learning makes provision adaptive and limits the potential negative impact of the lack of physical presence in school, for limited periods of time.