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Attendance

Remote Education

Background

“Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing offer and have a strong contingency plan in place for remote education provision by the end of September.” (DfE Guidance for Full Opening August 2020).

 

Aims

Our remote learning policy for staff aims to:

  • Ensure consistency in the approach to remote learning for pupils who aren’t in school
  • Set out expectations for all members of the school community with regards to remote learning
  • Provide appropriate guidelines for data protection

 

DfE Definitions

  • Remote education: a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.
  • Digital remote education: often known as online learning, this is remote learning delivered through digital technologies.
  • Blended learning: a mix of face-to-face and remote methods. An example would be the ‘flipped classroom’, where main input happens remotely (for example through video), while practice and tutoring happen in class.
  • Synchronous education: this is live; asynchronous education is when the material is prepared by the teacher and accessed by the pupil at a later date.

 

 

Roles and Responsibilities

  • Lead Practitioners (Mrs Joanne Knowles and Miss Jane Gaskell to become the Virtual Leader, including monitoring of the quality of provision)
    • Co-ordinating the remote learning approach across the Trust.
    • Ensure staff training for remote learning has taken place, a ‘how to’ video to train children in how to use Microsoft Teams and also a crib sheet for parents.
    • Monitoring the effectiveness of remote learning –such as through regular meetings with teachers, reviewing work set or reaching out for feedback from pupils and parents
  • Head of school (Assemblies and after school provision)
  • SENCOs (to work with those families of pupils with SEND who need alternative provision so they continue to receive a broad and ambitious curriculum, including ensuring the requirements of the EHCP are met)
  • Class Teachers (a blend of remote learning and in class learning to their own class (see timetable below)
  • Designated Safeguarding Lead (Mrs Joanne Knowles and Miss Jane Gaskell)
  • Teaching Support Assistants (in class support, SEN interventions either in class or remotely)
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