Remote Learning
Remote education provision: information for families
This information is intended to provide clarity and transparency to pupils and families about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.
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 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 pupils being sent home?
Each family has received a timetable for remote learning. This can be accessed via dojo. The timetable of activities will begin on the second day of isolation. On the first day of isolation, families will be contacted to establish preference over paper or digital home learning along with any resource requirements e.g. laptop, OT equipment etc. |
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?
Remote learning at Welcombe Hills School is individualised for differing needs and abilities of pupils and families. Daily contact with all families enables us to gather families’ preferences and requirements. For some classes, daily sessions in the core subjects and weekly arts sessions via Teams is appropriate, for others, bespoke target based work to complete at home with regular advice and support from teaching staff is what is needed. A broad outline of this can be found below- | |
Area of school | Remote learning provided. |
EYFS | Individual target plan and associated activities and resources. Daily lesson via Teams. Daily contact with teaching staff. |
Formal Curriculum (Including Blue & Green Group) | 2 daily lessons via Teams Individual target plan Daily English, Maths & topic work set. Weekly physical, arts and forest school work set. Daily contact with teaching staff. |
Pre-formal curriculum
| Individual target plan and associated activities and resources. Daily lesson via Teams. Daily contact with teaching staff. |
Semi-formal curriculum | Individual target plan and associated activities and resources. Daily contact with teaching staff. Weekly forest school, physical and arts activities provided |
Purple group | Individual target plan and associated activities and resources. Daily lesson via Teams. Daily contact with teaching staff. |
Remote teaching and study time each day:
How long can I expect work set by the school to take my child each day?
Expectations differ depending on the needs of the pupils. Broadly they are outlined below.
Area of school | Daily expectations This is a broad expectation and will be individualised depending on the needs of the individual family and pupil. Some pupils will be able to manage more, some less and this might differ day to day- whatever the circumstances we are able to support. |
EYFS | 20 minute Teams lesson. Short activities throughout the day depending on pupil engagement and ability e.g. 3 x 15 minute sessions. Time working on life skills as appropriate e.g. eating and drinking skills, bathing, dressing, toileting etc. |
Formal Curriculum
| KS2 2 x 30 minute Teams lessons Additional 4 x 20 minute sessions completing work set. KS3 2 x 45 minute (maximum) Teams lessons Additional 4 x 30 minute sessions completing work set. KS4/5 2 x 1 hour (maximum) Teams lessons Additional 4 x 45 minute sessions completing work set. |
Pre-formal curriculum
| 20 minute Teams lesson. Short activities throughout the day depending on pupil engagement and ability e.g. 3x 15 minute sessions. Time working on life skills as appropriate e.g. eating and drinking skills, bathing, dressing, hygiene, toileting etc. |
Semi-formal curriculum | Short activities throughout the day depending on pupil engagement and ability e.g. 4 x 15 minute sessions. Time working on life skills as appropriate e.g. eating and drinking skills, bathing, dressing, hygiene, toileting etc. |
Purple group | 30 minute Teams lesson. Short activities throughout the day depending on pupil engagement and ability e.g. 3x 15 minute sessions. Time working on life skills as appropriate e.g. eating and drinking skills, bathing, dressing, hygiene, toileting etc. |
Accessing remote education
How will my child access any online remote education you are providing?
Online lessons will be provided through Microsoft Teams. General communication with families will be through dojo (unless families request alternative means). Resources, including free school meal hampers will be delivered to your home by staff members or transport where possible. |
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 pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
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How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Some examples of remote teaching approaches:
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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 Welcombe Hills, we understand that all families are living under different circumstances which will affect their ability to engage with the remote learning. We are flexible in our approach and are able to support families to access in whichever way they can / need to, to ensure their child remains safe and that progress isn’t hindered as a result of periods of isolation. |
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Teaching staff will keep records and registers of family engagement e.g. pupils who have accessed online sessions, records of daily contact etc. Concerns about a family’s lack of contact and engagement with school will be raised with Designated Safeguarding Leads and further contact will be attempted prior to a home visit where appropriate. |
How will you assess 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:
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Remote education for self-isolating pupils
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 my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
Your child will be provided with some daily learning opportunities in line with their peers in school and the expectation outline provided above. Daily contact via dojo, Teams or telephone call will remain in place for any individuals self-isolating. Whilst we will attempt to include your child in a daily online lesson, this may not always be possible and will differ depending on the pupils needs. |