Remote Learning
1. Statement of School Philosophy
West Leigh Infant School provides creative learning opportunities in a happy, inspiring and safe environment; all are cared for, supported and challenged to maximise their potential. Our strategy for remote learning continues this.
We will provide links to appropriate remote learning for pupils who are not able to attend school so that no one will fall behind. West Leigh Infant School has used the research from the Educational Endowment Foundation as a basis for our approach to remote learning.
2. Aims
This Remote Education Plan aims to:
- To outline our approach for pupils who will not be attending school, because of government guidance or the closure of a class bubble.
- To outline our expectations to staff.
- Ensure consistency in the approach to remote learning for all pupils (Inc. SEND) who aren’t in school through use of quality online and offline resources and teaching videos
- Provide clear expectations to members of the school community with regards to delivery high quality interactive remote learning
- Include continuous delivery of the school curriculum, as well as support of health and well-being and parent support
- Consider continued education for staff and parents
- Support effective communication between the school and families and support attendance
3. Who is this plan is applicable to?
See Appendix 1 Protocol For Children Isolating and Partial/Full Closure
- A child is absent because they are awaiting test results and the household is required to self-isolate. The rest of their school bubble are attending school and being taught as normal.
- The whole school is closed due to a local lockdown.
4. Accessing Remote Learning
Remote learning will be posted on our online learning platform dB Primary, the children are used to using this platform in school.
We recognise that a few pupils may not have suitable online access at home so we will provide printed materials for pupils. When requested we will deliver these materials on a Monday morning and collect the previous week’s materials for feedback from teachers.
In exceptional circumstances we will invite the children to attend in school provision.
5. Year Group Content and Tools to Deliver This Remote Education Plan
- We will teach the same curriculum remotely as we do in school.
- Year Group curriculum maps are included in appendix 3 with links to online learning.
Resources to deliver this Remote Education Plan include:
- Online tools: dB Primary, Numbots, Purple Mash
- Phone calls home
- Teachers emailing pupils using dB Primary
- Printed learning packs where necessary
- Physical materials such as story books and writing tools where necessary
- In school pre-recorded teaching videos
- Commercially available resources: use of BBC Bitesize, Oak Academy, Oxford Owl, Phonics Play, Ruth Miskin, YouTube for Read Write Inc. Phonics, White Rose Maths
- If school closed a daily class story time on Zoom
The content will be as in the table below:
Minimum expectation |
YR 2 hours a day |
Y1 3 hours a day |
Y2 3 hours a day |
|
|
|
|
Reading |
Daily Reading |
Daily Reading |
Daily Reading |
Phonics |
Weekly/Daily sounds |
Weekly/Daily Sounds |
Weekly/ Daily sounds |
Sight Words |
Weekly sight words |
100 HFW |
200 HFW/Year 2 CEW |
Handwriting |
Weekly focus |
Weekly focus |
Weekly focus |
Spelling |
|
|
Weekly Spelling List |
English |
|
Talk for Writing text |
Talk for Writing text |
Mathematics |
Weekly/Daily Maths lesson focus Opportunities to practise current learning |
Weekly/Daily Maths lesson focus
Opportunities to practise current learning |
Weekly/Daily Maths lesson focus Opportunities to practise current learning |
Foundation Subject |
Weekly Topic Focus |
Weekly/Daily Topic focus |
Weekly/Daily Topic Focus |
Physical |
Weekly/Daily focus |
Weekly/Daily focus |
Weekly/Daily focus |
|
|
|
|
Zoom Class Story Time (only if school is closed due to local or national lockdown) |
Daily |
Daily |
Daily |
6. Accessing Remote Learning
Remote learning will be posted on our online learning platform dB Primary, the children are used to using this platform in school.
We recognise that some pupils may not have suitable online access at home so we will provide printed materials for pupils. We will deliver these materials on a Monday morning and collect the previous week’s materials for feedback from teachers.
7. Home and School Partnership
West Leigh Infant School is committed to working in close partnership with families and recognises each family is unique and because of this remote learning will look different for different families in order to suit their individual needs.
Communication is essential and we would ask that if there are circumstances that mean a child cannot engage at least partially with the remote education that their parent speaks to the school. We can then work together to find a means of providing remote education that works for that family’s circumstances.
West Leigh Infant School will provide a guide to support parents on how to use dB Primary.
Where possible, it is beneficial for young people to maintain a regular and familiar routine. West Leigh Infant School would recommend that each ‘school day’ maintains structure. We will provide teaching and independent activities to support a minimum of three hours learning a day.
We would encourage parents to support their children’s work, including finding an appropriate place to work and, to the best of their ability, support pupils with work encouraging them to work with good levels of concentration.
Every effort will be made by staff to ensure that work is set promptly. Should accessing work be an issue, parents should contact school promptly and alternative solutions may be available. These will be discussed on case-to-case basis.
Staff will check on pupil’s engagement on a daily basis. If staff are concerned about the level of engagement over a week, they will telephone parents to offer support and inform SMT.
8. Roles and responsibilities
Teachers
- Teachers to plan lessons that link directly to the curriculum focus for that year group and will provide resources to support tasks for home learners. Lessons will be posted weekly on dB Primary Year Group Community.
- Teachers will make sure all children and parents have access to logins by recording them in the child’s reading record book.
- Keeping in touch with pupils who aren’t in school and their parents. See appendix 2 for the Code of Conduct for teachers telephoning parents.
- Teachers will feedback to students within two days of them submitting work.
Teachers Self-Isolating
- If a teacher is self-isolating, when providing remote learning, teachers must be available between 8.30 and 3.30 pm
- If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.
- If unwell themselves teachers will be covered by another member of staff for sharing activities. Communication and planning during this time will not be undertaken until the teacher is fit to work.
- If there is a concern around the level of engagement of a pupil/s then contact SMT so parents are contacted via phone to access whether school intervention can assist engagement.
- Any complaints or concerns shared by parents or pupils should be reported to a member of SMT– for any safeguarding concerns, refer immediately to the DSL
Teaching Assistants Self-Isolating
- Teaching assistants must be available between 8.30am and 3.30pm
- If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.
- During the school day, teaching assistant must complete tasks as directed by a member of the SLT or Year Group Leader.
Senior Leaders
Alongside any teaching responsibilities, senior leaders are responsible for:
- Co-ordinating the remote learning approach across the school including daily monitoring of engagement.
- Monitoring the effectiveness of remote learning – explain how they’ll do this, such as through regular meetings with teachers and subject leaders, reviewing work set or reaching out for feedback from pupils and parents
- Monitoring the security of remote learning systems, including data protection and safeguarding considerations
Designated Safeguarding Lead
- The DSL is responsible for managing and dealing with all safeguarding concerns. For further information, please see the Safeguarding and Child Protection Policy.
IT Assistant
- Fixing issues with systems used to set and collect work
- Helping staff with any technical issues they’re experiencing
- Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer
- Assisting pupils and parents with accessing the internet or devices
The SENCO
- Ensuring that pupils with EHC plans continue to have their needs met while learning remotely, and liaising with the Head Teacher and other organisations to make any alternate arrangements for pupils with EHC plans and ISPs
- To liaise with class teachers to ensure SEN pupils can access online learning.
- Providing online resources to support SEN pupils
- Identifying the level of support.
- Communicate with parents.
The School Business Manager
- Ensuring value for money when arranging the procurement of equipment or technology.
- Ensuring that the school has adequate insurance to cover all remote working arrangements.
Families (Pupils and parents/carers)
Staff can expect pupils learning remotely to:
• Complete work to the deadline set by teachers and submit work for feedback.
• Seek help if they need it, from teachers
• Alert teachers if they’re not able to complete work
Staff can expect parents with children learning remotely to:
- To support their children’s work, by viewing work set together and then making appropriate plans to complete the work.
- To inform the school if they are unable to access the online learning
- Make the school aware if their child is sick or otherwise can’t complete work
- Seek help from the school if they need it
- Be respectful when making any complaints or concerns known to staff
Governing Board
The governing board is responsible for:
- Monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible
- Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding reasons
Appendix 1
Protocol For Children Isolating and Partial/Full Closure
Scenario |
Provision |
Action |
Child is unwell, not symptomatic of COVID 19 |
No remote learning assigned |
Normal attendance procedures |
Child/family quarantined due to travel |
Remote learning provided |
Welfare officer informs class teacher and SMT |
Child sent home displaying symptoms of COVID 19 Pending Test Results |
Remote learning provided although, no expectation to complete if child is unwell |
Site Staff thoroughly clean classroom Welfare officer informs class teacher and SMT Welfare to monitor attendance and maintain daily contact with family, wellbeing check |
Child’s COVID test negative |
No more remote learning assigned Child returns to school when appropriate, well |
Welfare officer to monitor, advise class teacher and SMT of return |
Child/household develops symptoms |
Remote learning assigned and sent home by class teacher (although no expectation to complete if child is unwell) Remote learning continues to be assigned/sent home at the end of each Friday by class teacher |
Day 1 Welfare Officer gathers the following info: Who has symptoms? What are symptoms (consistent with guidelines)? When did symptoms first appear? Has a test been booked? Will it be within the 5 days of symptoms appearing? Do they understand the household needs to isolate until the outcome of the test? If negative isolation can stop and the child can return to school (if well). If positive, household should isolate for 14 days from 1st day of symptoms and child for 10 days.
Welfare Officer to inform class teacher and SMT SMT/Welfare to maintain well-being checks.
|
Child’s test positive or advised to quarantine/isolate for 14 days or testing results return |
||
Class bubble closure |
Remote learning assigned/sent home for all pupils Teaching staff to plan ahead for remote learning Teaching staff to increase support/resources e.g. video recorded lessons by staff, story reading
|
If class bubble closes, adults to complete contact questionnaire (see below) Safeguarding procedures in place Teachers to chase non engagement of learning after 5 days Teachers to refer non engagement of learning to SMT after 7 days SMT to contact families weekly for a well-being check |
School closure due to lockdown |
Increased opportunities for children to receive feedback weekly. If closures exceed 14 days, provision increased further
|
Year group/school closure, teachers will teach their vulnerable and key worker children in the year group where possible Day 1 - School PING sent to whole year group, school informing of increased provision - HT/DHT Pastoral /safeguarding procedures in place Ongoing at least weekly phone calls Teachers to chase non engagement of learning after 5 days Teachers refer non engagement of learning to SMT Continue weekly staff meetings on Teams Continue weekly year group planning meetings on Teams |
COVID Contact Questionnaire. Can you answer yes to any of the following questions?
Have you had 1 minute face to face contact with the infected person within one metre?
Have you had skin to skin contact with the infected person?
Have you had 15 minutes contact with the infected person within 2 metres?
Appendix 2
Teacher’s Code of Conduct for telephoning parents and videoing content to post online.
Telephone Calls
- Call using school telephones
- Telephone parents’/carers’ phones only
- Call in school hours as much as possible
- Make sure someone else at school is aware, and keep a record of the date and time of each call
- Only speak to a child with a parent present, and have the phone on speaker phone
Video Recording
- Record against a neutral background
- Avoid recording in a bedroom if they can
- Dress like you would for school
- Use professional language
Appendix 3 Examples of Remote Online Learning
YEAR R
Monday
Phonics – Part 1 - z
Watch this video to recap this sound.
The handwriting sheet is saved in Files.
Part 2:
Sound blending book 1 read by Mrs Hodges.
Indoor exercise – 15 mins
For example, a Joe Wicks workout or Cosmic Kids Yoga session (find these on You Tube)
Mark making activity
Can you draw a picture of a pet that you or a family member/ friend has and write its name? Can you add labels to your picture? E.g. legs, head.
Maths: Pattern – Session 5
Continuing with patterns, please use the link below.
https://classroom.thenational.academy/lessons/recognise-describe-and-copy-colour-and-size-patterns-6cuk0t
Outdoor exercise/game – 20 mins
Puzzle/board game time – 30 mins
Fine motor activity – 15 mins Can you make and decorate a peg animal? You can then use your Tommy Thumb and Peter Pointer (the pincer grasp) to open and close the peg.
Use this video as an example.
T4W-
This term's Talk 4 Writing text is ‘Six Dinner Sid’. We would like you to learn to retell this story with actions. Join Miss Young in learning to retell this story in her video.
Reading time – 15 mins.
Read a book from home or Oxford Owl have a free e-library that you can access.
2.15 - Story session on Zoom
If you have a pretend cup and saucer I would like you to bring that to the meeting. If not, any cup you have would be great.
Our Talk 4 Writing text this half term is Six Dinner Sid. In the story, Sid has to visit the vet. This links to our topic this half term which is 'People Who Help Us'. Each week we will be exploring a different job. This week we are looking at the work of a vet. You can find a video of Mrs Milne reading this week's book called 'Vet' on our Home page.
Year 1
Maths -Learning objective: To count numbers up to 20 by making 10 first as the key strategy.
So far we have worked with numbers within 10. As we move on to larger numbers it is important to understand that these larger numbers are made up of 10 and a bit more. This really helps when we start to do calculations later on.
Click on the link below. Then click on the first video labelled ‘count forwards and backwards and write numbers to 20’
https://whiterosemaths.com/homelearning/year-1/week-11-number-place-value-within-20/
When you have watched this video have a go at the question sheet. This can be found in the files and is called Monday 11th Jan Maths Counting to 20.
Handwriting
This week we are going over our curly caterpillar letters. The lower-case curly caterpillar letters always start the same way. Watch this clip to remind you...
https://www.bbc.co.uk/bitesize/topics/zgjj6sg/articles/zwnh4qt
Make sure you are sitting properly at a table to do your handwriting. Can you get your feet flat on the floor? Is your boss hand holding the pencil and your helper hand holding the paper, so it doesn’t slip about? Have you got a sharp pencil? Try to use some lined paper or draw lines on paper, if you haven’t got any.
We usually write the date at the top of our handwriting- Monday 11th.
An adult at home can write this for you so you could copy it.
Can you practise writing the upper and lower-case letters. Then leave a finger space and do it again. Your line of handwriting should look like this when you are finished....
cC cC cC cC
Check that you are still sitting properly! Well done!
Phonics
On DB Primary in the files section, under English, you will find a video of a teacher reading the Green RWI Ditty Book Story 1 On the Bus. This video follows the same format we follow at school. Watch and follow the video to read the speed sounds and the story green and red words. Don’t forget- don't Fred the Red! Follow the words to read along. Remember you can pause the video at anytime should you need to.
Join the teacher to answer the questions at the end of the book!
Finally at the end, go back to English files where you will find a scanned version this week's story. Try your best to read the story independently.
When you’ve read the book, here’s a link to an online RWI Hold a Sentence lesson that links to the book. Have a go!
https://schools.ruthmiskin.com/training/view/JCWGbljM/lqUvgpth
English -Learning objective: To identify adjectives
Re read the story of Dogger. Can you remember who the author is?
Recap the main events of the story. What could Dave have done to help find his toy?
Later in the week, we are going to pretend to be Dave and make a ‘Lost’ poster for Dogger. Have a look at these examples of ‘lost pet’ posters and try to think about what they tell us? What kind of language do they use? Notice that each of these posters have a description - where they were last seen, who to call.
The main information that is needed is a description of Dogger so that people know what to look out for.
Take a look at this BBC Bitesize clip / animation to recap what adjectives are.
https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zy2r6yc
Now read the following sentences from the story Dogger. Can you identify and underline the adjectives used to describe Dogger?
Once there was a soft brown toy called Dogger. One of his ears pointed upwards and the other flopped over. His fur was worn in places because he was quite old.
Topic
Music -Learning objective - To understand that instruments are grouped into families.
We have begun to learn about orchestras. Today Mrs Munson is going to introduce you to the family of instruments called the string family. You will find a powerpoint in files, where you can have a look at the instruments that belong to the string family.
On slide 7, there is a link where you can join in with following the beat and becoming a conductor. You can find a video of Mrs Munson in the files. It is called Music 11th Jan.
If you would like to, you can listen to a piece of music where string instruments play together by clicking on the link below.
[NYCP] Mendelssohn - String Sinfonia No. 2 in D Major
Physical
Last term we learnt how to use a skipping rope. We would like you to practise your skipping skills as it is an excellent way to keep fit and really helps with your coordination. The following clip will remind you on the steps to master skipping with a rope. https://www.youtube.com/watch?v=ABGzgz6E0VI
Now have a try yourself. If you don’t have a skipping rope, ask a parent to help you find something you could use instead. Maybe you could use a dressing gown belt, an old tie or anything that is long enough to skip with.
Year 2 We completely understand the challenges of home schooling whilst juggling family life and working from home. As a guide, here is a timetable that mirrors what you child would have been doing in school. We hope this is useful. Please don’t feel any pressure to complete every activity or in this order/at these times - whatever best suits the needs of your family. |
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9.00 |
Phonics Today’s sound is ‘au’ eg Paul, autumn Watch this video, introducing the sound: https://www.youtube.com/watch?v=9ODuvwgbTNk Follow the activities on the video accordingly.
Afterwards, complete the phonics activities – see separate document
Reading Read Write Inc - Children on reading levels E - J inclusive. Choose one of the RWI scanned books to focus on this week, depending on your current reading level (purple – F level, orange – G level, yellow – H level, blue – I level and grey –J level).
Using the scanned copy of your chosen book, work through the tasks in the order below:
Comprehension (children on level K or above) Complete the Reading Comprehension Activity independently – saved separately (there are 3 different levels of challenge to choose from). Remember, most answers will be found in the text. Some answers you will need to hunt for clues in the text. Try to answer questions in a full sentence.
Go through it with an adult. Can you amend any wrong answers with a purple pen. |
9.45 |
Brain Break/Free Play/Physical Activity
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10.05 |
Maths Today, we are continuing to learn and practise our 2 x table. Watch today’s Maths lesson video and complete the suggested activity, as guided by Miss Irving.
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10.45 |
Brain Break/Free Play/Snack
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11.05 |
English Part 1 – Spelling
Watch the video, introducing this week’s spelling rule.
Complete the activity as demonstrated by Miss Watts. The activity sheet can be found in today’s files.
Part 2 – Main English session/Talk for Writing
Last week, you started to learn our story this term ‘The Papaya That Spoke’. Can you remember the story (and actions) so far? Have a go at performing what you have already learnt to a grown up or sibling.
Today, your task is to learn the final part of the story – part 4. Watch the English video saved under today’s files section and use this to help you learn the actions to go with it (there is also a pdf version of the story saved too if easier).
Can you remember to perform the story so far with expression?
NB: Tomorrow, we will be asking you to film yourself performing the story, using the actions.
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12.00 |
Brain Break - Free Play/Board Game
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12.25 |
Maths Meeting Watch today’s Maths Meeting video
Today’s follow-up activity is: 3D Shapes – Properties (found in DB Learning Library in the Maths section)
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12.45 |
Lunch Break Help to make lunch Get some fresh air/go for a walk/physical activity in the garden etc |
1.45 |
Handwriting Watch today’s handwriting video.
On some paper at home, practise each line as demonstrated by Miss Watts.
After you have completed each line, tickle pink/red the word you are most proud of and underline one that could be improved using a green pencil or pen.
Optional – can you create a silly sentence using some of these words? Write it in your neatest handwriting, making sure you are joining carefully like you have practised during the session. |
2.00 |
P.E Today’s learning focus is: To move to a rhythm
Have a go at the PE activity, saved separately under today’s files.
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2.45 |
Live story with your teacher or LSA (see zoom link uploaded onto your child’s DB Primary Class Home Page)
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3.00 |
Music Follow the plan and separate activity, saved under today’s files.
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Additional |
Read a book of your choice
Practise weekly spellings/maths target (these can be found on the main Year 2 Home Page on DB Primary).
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