Our priority, from the start, has been to ensure that we continued with, as far as possible, the full provision of an outstanding all-round education for every child. Our skilled teachers have built our remote learning curriculum around our current curriculum content adapting it, where necessary, to ensure engagement and progress. The same curriculum is delivered remotely to children at home and to the children of key workers who are learning in school.
The children have timetabled lessons reflecting their normal timetables. All English and Maths lessons are live and delivered, daily, by their form teachers (Reception– Year 4) or specialist teachers (Years 5 and 6).
Verbal and Non-Verbal Reasoning (Year 5 and 6), Science (Years 1-6), Humanities (Reception-Year 6) and PSHEE (all years) are also delivered live.
In Nursery, the vast majority of children attend school. Those that are at home are able to join their class remotely for a live PSHEE story time on a Wednesday afternoon. Learning materials for other lessons are regularly sent home.
All work required for assessment is submitted by the children using Google Classroom. This facility gives the teachers an opportunity to annotate specific aspects of the work as well as access to messaging service to give general feedback on a piece of work.
In addition, there are Sport, Music, Drama, Modern Foreign Languages, Art, DT, Library and Outdoor Learning lessons that are carefully planned by specialist teachers. These lessons include downloadable resources and pre-recorded video instructions for the children, if required. These lessons, whilst timetabled at particular times of the day may be completed any time in order to help families fit them in to their individual schedules. These are optional lessons as we understand that every family faces different
circumstances and some may welcome the extra material whilst others may find it a little overwhelming.
Our teachers are aware that the children learn in different ways and at different ability levels and adapt the online learning provision to reflect this.
Our Teacher of Individual Learning keeps contact with the children and their families that she supports to discuss the children’s needs during this period ,to provide support and set additional activities to help with their individual targets.
Whilst we want the children to have as much time with their class teachers and specialists as possible, we also recognise the issues associated with too much screen time. We have thought very carefully about striking the correct balance between live contact and support from teachers and allowing children to explore their learning away from a screen and getting some valuable time outside (see the Physical and Mental Health section of the Pastoral Support page).