Remote Learning during COVID19 restrictions
St Dominic C of E VA Primary School
Remote education provision: information for parents
This information is intended to provide clarity and transparency to pupils, parents and carers about what to expect from remote education if local restrictions require bubbles to remain at home.
As you may be aware, schools are required to have a remote learning plan in place so that any child who cannot attend school because of COVID-19 does not miss out on their learning. This document is designed to share information with pupils and parents or carers about how we will provide remote education. It is intended to support understanding of what pupils, parents and carers should expect during periods of school closure relating to coronavirus (COVID-19).
As a school we have continued to build our capability to educate pupils remotely and with the recent transition to using Google Classroom we know remote provision can be put into place quickly and effectively.
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
A pupil’s first day or two of being educated remotely might look differently from our standard approach, while we take all necessary actions to prepare for a longer period of remote learning.
What should my child expect from immediate remote education on the first day or two of pupils being sent home?
As a school that is well-equipped with the use of Google and particularly ‘Google Classroom’ we are able to provide remote learning promptly. The staff in the school have been well-trained over the course of the last 6 months and all of the children are able to access the classroom and their assignments independently. In all classes at St Dominic Primary School there will be a staff member who is available to speak to and discuss information in a Google Meet. These Google Meet sessions will be included on the ‘Classwork’ tab as well as shown on the ‘stream’ page throughout the day. As well as the availability of Google Classroom there will be ‘Learning Packs’ sent home. This includes; a basic skills pack, a selection of books, a lined A4 book for extended writing and an A4 Maths book. Children that do not have access to a computer, laptop or other form of ICT will be asked to sign out a school Chromebook with charger. These will be signed back in post-lockdown.
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 wherever possible and appropriate. We will continue to encourage Accelerated reading, Times Table Rockstars, MyMaths by including links to the Classroom. There will also be a timetable that is put on the Google Classroom in advance to the daily learning. This will enable parents, guardians and children to identify the plan for the day ahead. Some more practical based lessons are likely to take a different form due to the high number of resources often needed, however, videos and Google Looms will be provided to help support these lessons.
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:
As a church school, children will also be encouraged to join together at 3:00pm for collective worship.
Accessing remote education
How will my child access any online remote education you are providing?
Our main platform for providing remote learning is through Google Classroom. Each class from Foundation to Year 6 has their main Google Classroom page. All information will be uploaded onto this page on a daily basis. It will include the core subjects in the morning. There will be links and helpful websites attached to each assignment. Parents will be provided all of the passwords and usernames for sites that the school uses. There will be a selection of different programmes that will support learning. The teachers will upload; links, Google Loom videos, Google Meets for live teaching. The links for these will be put both on the ‘stream’ and the ‘Classwork’ tab.
Various online learning resources are used across early years, Key Stage 1 and Key Stage 2. They include; Purple Mash, Times Table Rockstars, Accelerated Reading, Education City and My Maths. All children and adults have been issued usernames and passwords to access these sites.
If, for any reason, these usernames and passwords get lost at home please contact your child’s class teacher.
If my child does not have digital or online access at home, how will you support them to access remote learning?
We understand that some pupils may not have suitable online access at home. We take the following approached to support those pupils to access remote learning;
Where necessary, the school is able to lend out a Chromebook to support children’s remote learning. These are signed out and signed for in the main reception with the agreement that if they are damaged they will pay for them to be repaired.
Core subjects will be live streamed but if children have poor internet connection at these times they can watch the inputs because they can be uploaded on to the Classroom as soon as the input is finished.
All children are given a ‘Pack’ with a range of different resources (as mentioned previously). If children have completed work on paper there is the expectation that they either send in a photograph of their work to Google Classroom, teachers email or hand in the work on a weekly basis in the school office.
How will my child be taught remotely?
The ‘remote curriculum’ is the broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the children. At St Dominic we recognise that to support our community we have to offer a hybrid learning model with a blend of synchronous and asynchronous learning. Synchronous learning is online or distance education that happens in real time, often with a set class schedule and required login times. Asynchronous learning does not require real-time interaction; instead, content is available online for children to access when it best suits their schedules, and assignments are completed to deadlines.
On a Friday you will receive a timetable like this for the following week,
A green session indicates a live input. This does not mean children will be expected on screen for the entirety of the session. This could be a short input followed by an independent activity, with teacher and pupils coming back together for feedback at the end of the session.
An orange session indicates work set through google classroom. This will include a recorded video of your child’s class teacher delivering the input and setting the task.
Teachers are well aware of the challenges that families are facing juggling work and home life. Please contact the school if you need any additional help or support. We are in this together and are here to help. Teachers will provide a summary of each lesson that will take place and links will be provided in Google Classroom. This will be organised by date.
The timetable will be shared with all parents and carers as well as a ‘remote learning pack’ which will consist of a book, pencil, relevant logins to the programs that school subscribes to as well as any additional resources needed for.
We use a combination of the following approaches to teach pupils remotely;
- Google Meets -registration, reciprocal reading, small-group support, reading - speaking and listening, social-interventions.
- Live Teaching - online lessons.
- Recorded Teaching (Instruction based videos from the teacher include Google Looms in which the teacher can be seen on the screen).
- Printed paper packs (all children have a paper pack).
- Reading books can be taken out on request. Children have been provided a class book to read during live sessions.
- Commercially available websites supporting the teaching of specific subjects. Links are attached to the lesson that they support.
- Completing Google Classroom assignments. There will be at least three different assignments per day to be handed in.
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?
At St Dominic our vision as a Church of England Voluntary Aided School is to provide an outstanding education that gives all pupils the opportunity to develop their potential within a happy, caring and safe environment grounded upon the values and vision of the Christian faith. As a school we appreciate the different challenges each family will face.
In order for children to thrive and reach their full potential it is important that they have parental support. The extent of the support required will vary depending on the age and independence of the student.
In line with the school’s remote learning policy, it is important that children are supported in establishing a routine as similar as possible to that of a school day. Classroom pages have a clear breakdown of the day and a step-by-step timetable. These will include the timings for Google Meet sessions, when core and foundation subjects should be completed.
Parental support will help establish routines and understand the expectations for their child. We also request that children are changed and ready for the day before the registration at 9:00am.
Children are expected to engage with all Google Meets and all learning activities. Additional support can be requested by parents through small-group sessions with staff. Children will be expected to turn in their work promptly for marking; when this happens the marking will be completed and handed back with either a written comment, a Mote voice recording or feedback via Google Meet that offers targets and next steps for the child. Parents will need to support their child for the start of remote learning until a routine is established and then embedded.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Teachers and support staff will continually monitor the ‘stream’ and the ‘Classwork’ page of Google Classroom. This enables staff to respond to queries and comment on work that has been handed in or shared. Teachers will review Google Classroom at the end of each session to monitor who has and who hasn’t handed in their assignments. Teachers will mark handed-in work with either a written comment or a verbally.
Where children are struggling or not accessing remote learning (without hearing from parents or guardians) staff will make contact with parents and discuss further ways to support.
How will you access my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
- - Google Meet - questions and answer sessions e.g. shared reading.
- - 1:1 sessions or small groups discussions is used for more detailed feedback to ensure misconceptions are corrected.
- - Google Classroom assignments are marked by the teacher through typed comments or a voice message (Mote).
- - Online feedback on programmes e.g. written messages on My Maths.
- - Positive phone calls at the end of the day to promote how a child is achieving through remote learning.
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;
-For all children we provide live lessons as well as recorded lessons. This enables parents to have access to all of the information albeit it at different times in the day. This aims to encourage parents and children to find time in the day to watch the videos and complete assignments that have been created on that day. It also helps children who find live streaming sessions difficult. All classes have a member of staff who is live streaming throughout the day. They can be spoken to through Google Meets throughout the day. Members of staff can present information, offer assistance and answer any questions that might be on a parent or child’s mind.
-If there are any requests or the need for parents to have further packs, print-outs or workbooks they can be gathered from the classroom and picked up from the main reception.
-There will consistently be feedback from work that is handed in. Again, this feedback might be in the form of typed responses or verbal feedback using ‘Mote’.
-For children with additional needs, learning has been developed through individualised plans that increase opportunities for them to access their remote learning. We continue to advise using outdoor space to help create a more dynamic environment for learning especially for children that find the outdoor space liberating and inspirational. Photographs of work and points of interest are encouraged to be posted on the ‘stream’ page.
-For children who are engaged in more subject specific learning, they have a specific plan that follows their familiar routine in school. Timings are suggested so that the routine is familiar for the children and parents. Often children will be asked to stay on Google Meet sessions or move to a ‘break out’ room where they have the chance to talk to a familiar adult about the set task on the screen. Specific intervention for children is also set up in this way.
-Activities are planned to reflect individual target areas and using activities that are motivational, familiar and engaging for those children.
-Where children have speech and language, occupational therapy or physio plans, additional targeted areas can be provided for. The Federation SENCo continues to liaise with external professionals as well as parents.
Children that receive TIS support have been invited to join another Google Classroom. Here they have the ability to talk to their friends and complete activities with their peers as well as their TIS practitioner.
Regular liaising with parents e.g phone calls, Class Dojo, emails, google messaging happens throughout any period of remote learning. These conversations will be listened to, or responded to in order to support the child in questions with their next steps. It will also enable the teacher to understand what positive or negative aspects there has been from remote learning.
Google Meets are set up in different classrooms to provide face-to-face conversations with both the child and their parent(s) or guardian(s). There is also the acceptance that sometimes there needs to be fewer assignments completed in order to reduce anxiety and pressure within a household.
Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remain 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?
We will aim to maintain as much of the class learning as possible for any individual who is self-isolating. Children will be invited to Google Meets and learning will continue to be uploaded onto Google Classroom on a daily basis. Work will be marked once it is turned in. On the daily classroom timetable there will be links for children to complete their reading, times tables and spellings.
In developing their remote education, the DfE expects schools to:
- teach a planned and well-sequenced curriculum so that knowledge and skills are built
incrementally, with a good level of clarity about what is intended to be taught and
practised in each subject so that pupils can progress through the school’s curriculum.
- select a digital platform for remote education provision that will be used consistently
across the school in order to allow interaction, assessment and feedback and make
sure staff are trained and confident in its use.
- overcome barriers to digital access for pupils by:
- distributing school-owned laptops accompanied by a user agreement or contract
-providing printed resources, such as textbooks and workbooks, to structure learning,
supplemented with other forms of communication to keep pupils on track or answer
questions about work.
-have systems for checking, daily, whether pupils are engaging with their work, and
work with families to rapidly identify effective solutions where engagement is a concern
- identify a named senior leader with overarching responsibility for the quality and
delivery of remote education, including that provision meets expectations for remote
When teaching pupils remotely, the DfE expects schools to:
- set meaningful and ambitious work each day in an appropriate range of subjects
- provide teaching that is equivalent in length to the core teaching pupils would
receive in school. This will include both recorded or live direct teaching time and
time for pupils to complete tasks and assignments independently, and will be as a
2 - 3 hours per day
Key Stage One
3 - 4 hours per day
Key Stage Two
4 - 5 hours per day
- consider how to transfer into remote education what we already know about
effective teaching in the live classroom by, for example:
-providing frequent, clear explanations of new content, delivered by a teacher
or through high-quality curriculum resources
- providing opportunities for interactivity, including questioning, eliciting and
- providing scaffolded practice and opportunities to apply new knowledge
-enabling pupils to receive timely and frequent feedback on how to progress,
- using digitally-facilitated or whole-class feedback where appropriate
- using assessment to ensure teaching is responsive to pupils’ needs and
addresses any critical gaps in pupils’ knowledge
- avoiding an over-reliance on long-term projects or internet research activities.
It may also be that some pupils who have difficulty engaging in remote education may be
considered to be vulnerable children, and therefore eligible to attend provision in person.
Replicating the classroom remotely
The Education Endowment Foundation (EEF) has found that the effectiveness of remote teaching is determined by many of the same factors as determine the effectiveness of live classroom teaching.
- ensuring students receive clear explanations
- supporting growth in confidence with new material through scaffolded practice
- application of new knowledge or skills
- enabling students to receive feedback on how to progress
These characteristics of good teaching are more important than the medium of delivery, be it in the ‘live’ classroom or through remote provision (whether or not that remote provision is live or prerecorded).
We will stick to our Teaching & Learning principles:
- Mastery Informed Practice
- Rosenshine’s Principles
- Ethics of Excellence (modelling)
- Retrieval Practices / Interleaving
- Dynamic Interactions
- Effective Questioning
- Evidence-based Research
How are we doing so far?
At St Dominic we strive to give your child the best learning experience possible. This includes through the current lockdown. Thank you very much for taking the time to fill in our questionnaire your feedback has been invaluable.
As a staff team we were delighted to hear that you were pleases with the remote provision in place. This really helped the staff team as they felt rewarded for their efforts. As we move forward we will be working to improve how we provide children with feedback on their work as well as building in some social time throughout the week. We want children to spend time with their friends and keep the St Dominic school family together as much as possible.
In response to parents wanting to be upskilled in their knowledge of Google Classroom, Miss Hylands will be running a parent workshop that you can attend virtually through your child’s Google Classroom. This will take place at 14.30pm on Tuesday 19th January. Please contact Miss Hylands on email@example.com if you would like to attend. This will be recorded and put on the school website if you cannot attend.
‘Learning and Caring together!’
Please keep in touch with us and do let us know if you’re having any difficulties with remote learning, or if you have any questions. Thank you for being a caring and supportive community, we are in this together!
Guidance for parents and carers on supporting their children’s education during coronavirus (COVID-19)
We have published information, guidance and support for parents and carers of children who are learning at home during the coronavirus (COVID-19) outbreak.
Guidance on helping children aged 2 to 4 learn at home can be found here:
Guidance on helping primary school aged children learn at home can be found here: https://www.gov.uk/guidance/help-primary-schoo l-children-continue-their-education-during-corona virus-covid-19
Guidance on helping children with special educational needs and disabilities learn at home can be found here: https://www.gov.uk/guidance/help-children-withsend-continue-their-education-during-coronavirus -covid-19
Support and Advice
The CEOP Education Team (Child Exploitation and Online Protection) has created a page to support parents during COVID-19 and the closure of schools.
Each fortnight, they will be releasing new home activity packs with simple 15 minute activities that parents and carers can do with their child to support their online safety.