Remote Education Provision
Living God’s Love through…
- Ø Academic provision that recognises the need for excellence in teaching and learning.
- Ø Holistic provision that encourages Christian hope; building spirit and soul through faith orientated pastoral care.
- Ø Inspirational provision through a modern curriculum that celebrates diversity and provides new opportunities.
· Aims of the remote education provision
· Remote learning strategy
· Expectations of staff
· How to raise complaints
Date for next review
Statement of school intention:
When remote learning is being used Countess Anne School will strive to ensure that a fully inclusive provision is delivered, maintaining full access to learning when pupil cannot receive face to face teaching at school.
The remote education policy aims to:
- Ensure consistency in the approach to remote learning for all pupils (inclusive of SEND and disadvantaged pupils) who are not in school through use of quality online and offline resources.
- To provide clear expectations and protocols for members of the school community with regards to delivery of high quality interactive remote learning
- Include continuous delivery of the school curriculum, as well as support with emotional and well-being with pupil and parent support.
- Provide support, including e-safety, for all stake holders including parents, pupils and staff
- Support effective communication between the school and families, networking with multi-agencies to signpost where appropriate.
Who is the policy applicable to?
The policy is applicable to pupils who have been asked to remain at home due to individual, local or national restrictions.
Content and tools to deliver this remote education plan:
In order to tailor the design of our remote learning strategy, we have been informed by considering the following:
- Skills of staff, families and pupils
- Assess the access of remote learning resources for families
- Appropriate guidelines for screen time and learning systems – ensuring that there is a range of learning experiences which are accessible from home environments
Our remote learning strategy
The suggested responsibilities below relate to where a whole class/ bubble is isolating and would be reduced when it is fewer children isolating and the majority of the class are in school.
When providing remote learning, teachers must be available between 8.45a,m and 3.10p.m . If they are unable to work for any reason during this time, for example due to sickness of caring for a dependent, they should report this using the normal absence procedure.
When providing remote learning, teachers are responsible for….
Planning and Setting learning:
Teachers will plan and sequence remote learning for the pupils in their classes which would reflect the core learning they would have received at school. This includes those needing adaptive teaching. The learning should follow the usual timetable for the class had they been in school, wherever possible and include a mixture of recorded, live discussions (direct teaching) and time for the pupils to complete tasks and assignments independently. Weekly / daily learning will be shared though Google Classroom and those unable to access Google Classroom due to a lack of technical devices should be identified for the school laptop loan scheme.
The Dfe guidance for learning is:
FS and KS1 approximately 3 hours
KS2 approximately 4 hours
Providing feedback on work:
..teachers should provide feedback to pupils over the course of the week and where there are concerns about engagement inform the parent about this this should be done with pupils using comments aspect of the learning platform , class email addresses for parents or telephone calls form school.
Any complaints or concerns shared by parents, pupil or staff should be reported to the head teacher or deputy head teacher - for any safeguarding concerns, refer immediately to the DSL. Non-teaching members of staff should be available for their contracted hours. 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.
The head teacher is responsible for the strategic overview of the remote learning provision. Senior staff and subject leaders will be delegated responsibilities for ensuring a consistent and co-ordinated approach across the school.
The governing body is responsible for the ensuring that the school meets the Dfe requirements.
In addition, they are responsible for monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible and for ensuring that staff are certain that remote learning systems are appropriately secure for both data protection and safeguarding reasons.
DSLs are responsible for managing and dealing with all safeguarding concerns. For further information, please see the school’s Safeguarding and Child Protection policies.
The DSL responsible for filtering and monitoring will ensure that these remain in place during remote learning and provide parents with advice to ensure on line safety.
The school business manager is responsible for liaising with the school’s IT providers and technicians that appropriate IT systems are in place and issues responded too.
DPO is responsible for responding to any data protection breaches.
The school family worker is responsible for assisting pupils and parents with accessing password resets, and support information, allocation of the internet and devices.
The SENCO is responsible for communicating with parents/ pupils on the SEND register and liaising with staff appropriately to support differentiation of learning, ensuring that pupils with EHC plans continue to have their needs met while learning remotely, or on site.
Staff can expect pupils learning remotely to:
- Complete work to the deadline set by teachers.
- Seek help if they need it, form teachers.
- Alert teachers if they are not able to complete work.
Parents with children learning remotely are expected to:
- Make the school aware if their child is sick or otherwise can’t complete the work
- Seek help form the school if they need it
- Be respectful when making any complaints or concerns known following the school’s complaints policy.