This information is intended to provide clarity and transparency to students and families about what to expect from remote education where national and 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 students first day or two of being educated remotely might look different from our standard approach, while we take the necessary actions to prepare for a longer period of remote teaching.
Initially, remote education will take place with teachers providing work either electronically through Class Dojo or through physical work packs being delivered to your home.
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, practical activities such as PE will be pre-recorded and accessible to use when convenient, rather than as a whole group.
Remote Teaching & Study Time Each Day
As with our normal PfA curriculum work expectations are personalised when 'face-to-face' to accommodate for SEND needs. This is something that will not be altered remotely as personalisation is at the heart of our curriculum delivery. We will continue to provide a remote curriculum offer that is broad and balanced. The remote curriculum offer may consist of a blend of online learning, physical activities and sensory activities depending upon the learning needs of the individual. In addition to core curriculum learning, each teacher will provide one whole class enrichment session per week, if appropriate, for the period of home learning.
The class teacher, supported by the phase leader, will assess the volume of the above offer to be sent home for each child based on the individual child’s needs, capacity for learning and learning stamina. The teaching team will set work expectations within these boundaries while still providing the stretch and challenge to support good student progress.
Daventry Hill School has no desire to put undue pressure on parents by providing overly onerous work demands on their children that may lead to a negative impact on the wellbeing of any incumbent.
Accessing Remote Education
Remote education will be provided in a variety of ways. The best platform will be decided based on a number of criteria (the focus of the learning and most effective medium, students preference, feedback from families etc).
The mediums used to deliver are Microsoft Teams, Zoom, Class Dojo and Email. Teaching staff will also provide links to any other online learning tools that we are using such as CBeebies, Oak Academy or BBC Bitesize.
Teachers will continue to assess work throughout Evidence for Learning platform.
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:
- Delivery of physical work packs to your home
- Loans of laptops for those that do not have the technology to access online platforms, if possible
*If families need access to technology (including Internet access) please contact your class teacher to discuss your situation.*
We will issue technology using a priority system. Priority cases will be:
- Those that have NO access to technology at home
- Students in exam/accreditation year groups
- Those who are receiving 1:1 pastoral intervention and not being able to access will be detrimental to their wellbeing
- Those who have limited access to technology due to siblings also accessing remote learning
Completed work can be submitted to the class teacher through a variety of agreed methods. These may include:
- Microsoft Teams
- Class Dojo
We use a combination of the following approaches to teach pupils remotely:
This will include
- Live teaching (online lessons)
- Recorded teaching (e.g. audio recordings made by teachers, Oak National Academy lessons, video etc)
- Printed paper packs produced by teachers (e.g. workbooks, worksheets)
- Textbooks and reading books pupils have at home
- Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
- PfA activities to complete at home including life skills such as cooking, washing, hoovering, self-care
- Pre-recorded fitness activities
- Group sessions online for pupils to interact with each other
- Learning outside the classroom activities
- Specific activities to meet individual pupil needs, ie TACPAC, sensory programmes, physiotherapy
Engagement & Feedback
We expect students to engage with remote education live sessions where possible and to access pre-recorded sessions if not. We recognise that some parents may be homeschooling more than one child and may not have access to technology for all of their children at the same time, so pre-recording enables students to access lessons at a time that is convenient for the parent.
For some of our students, live or pre-recorded sessions are not appropriate, so resources will be sent home for them to work on. Teachers will check in with pupils at least at a pre agreed frequency to monitor completion of work and activities.
Parents will be asked to submit work via one of the methods outlined above. Teachers will support parents to set up regular routines and access learning.
Teachers take a register of attendance and engagement for any scheduled live sessions and contact parents if there are any absences. They also check in with parents at least weekly to monitor levels of engagement and support if there are any difficulties.
Where engagement is a concern, teachers will initially talk to parents to identify any barriers to learning. If the child or parent is struggling at home, the teacher will initially offer practical solutions, such as providing schedules, incentives or adaptions to learning.
Feedback can take many forms and may not always mean extensive written comments for individual children. Our approach to feedback on student work is as follows:
For live lessons, feedback will be similar to that received in class, such as live marking, positive feedback, peer-to-peer communication and student’s verbal responses.
Packs sent home will be collected weekly, assessed and new resources sent out. Families have been asked to record how much support was in place for their child when work was completed.
Families are also asked to post photos via Class Dojo to evidence what curriculum activities their children have been completing at home.
Teachers then use all this information to assess understanding and record on the Evidence for Learning school assessment platform.
Additional Support to Meet Particular SEND Needs
We recognise that some students, due to their SEND needs or developmental stage 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 our students.
Daventry Hill School will provide a remote education that will meet the identified needs in EHC Plans as far as is reasonably practicable. This may include:
Sensory — TACPAC bags sent home and access to the music with instructions; Staff members will record sensology sessions that parents can then use in the home; we will send sensory profile packs home where appropriate to support.
SALT — our SALT Assistant and class staff will deliver support sessions through Zoom. The school will also be providing virtual training to parents, so they can continue with the SALT package.
Physiotherapy — our physical therapy assistant will offer virtual training to parents to allow programmes to be completed in the home.
Social and Emotional — our pastoral team will provide activities, based on Boxall profiles that can be completed at home
Remote Education for Self Isolating Students
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 a child is not attending due to self-isolation, work will be provided in the same way as above, as is reasonably practical. Students will be able to link in remotely to lessons if practically possible, as well as pre-recorded sessions being available. Packs of work will be also be sent out to the home which mirrors the work being completed in school. Feedback will be given during live lessons and after work is received in school either verbally or via Class Dojo.