Remote Education

Home Learning & Live Lessons
This letter provides further information on our current procedures for online learning for our students learning from home as a result of the current COVID school closures. The videos below also provide further guidance and support for students and parents/carers related to online learning and use of MS Teams for live teaching.
This document outlines how we will manage distance learning for our students, in the event that students are not able to be in the building due to self-isolation or any national or local restrictions, as part of the directed response to COVID 19. This has been written with due regard to the information set out in 'The Guidance for full opening of schools'. In addition, we have also read the Remote Education Good Practice publication.
Different levels of Remote Learning
In recognition of the possible scenarios under the current Contingency Framework for Education and Childcare Settings we have planned remote learning for the following 2 scenarios:

Partial remote: Individuals/groups of students self-isolating, whilst the rest of the Academy functions as usual

Wider restrictions: National lockdowns where vulnerable children & children of critical workers are only educated on site, or partial opening where students in years 11 and 13 and other students due to take external exams this academic year will continue to attend and all other students would undertake remote learning*

* this would only be undertaken on ministerial direction.
Curriculum principles
When teaching online, staff have been advised to set all work on Firefly each day. They will deliver lessons which engage our students by creating videos/ PowerPoints with audio, or teaching them via Live lessons through TEAMS.

During online lessons we encourage our staff to:
- Keep explanations short and simple
- Explain to the students the purpose of the tasks and how long they should spend on each task
- Embed retrieval, especially when new teaching builds on prior knowledge
- Model in order to explain concepts, and in doing so narrate the thought process as they work through examples
- Set lessons which follow a sequence of teach - model - practice to secure effective learning
- Set assessments to demonstrate that students have learned the knowledge and can apply the skills over time (see the later section on this).

Staff are discouraged to set project work over a period of time. If they do wish to focus on a longer-term project, they should break this down lesson by lesson and monitor the students' learning throughout this project.

The above guidelines should be fully embraced when teaching under the wider restrictions which would be implemented under the Contingency Framework. However, we recognise that this is not always feasible with partial remote learning whilst staff are teaching within the classroom and simultaneously setting work for students who are isolating. This is also recognised within the DfE document ‘Guidance for full opening of schools’.  In this case, staff should outline the tasks covered within the lessons with a clear explanation of what the student needs to do, along with any supporting material which were used within the lesson (E.g. PowerPoints).

When planning what is taught within a period of remote learning, as may be implemented under the Contingency Framework, Learning Area Coordinators and postholders may opt to change the sequencing of units within a scheme of learning, as some topics may be more suited to distance learning. A further adaptation may mean that they opt to teach the knowledge in school whilst the students then consolidate and apply the knowledge whilst at home, or vice versa, focusing on knowledge acquisition at home and consolidation and application when back in the classroom. This will be discussed by Learning Area Coordinators (LAC) regularly within their teams in Learning Area meetings.

LACs are responsible for quality assuring the remote learning and the subsequent impact of this, including working with their staff to identify gaps in students' knowledge and address these.
Should all of my children's lessons be live?
We will use a combination of approaches when teaching students remotely. Subject teachers are encouraged to adopt the most suitable approach for the content they intend to deliver. We acknowledge that each approach brings benefits and drawbacks. For example, live lessons great for helping students feel connected to their peers and helps our students to structure their day. However, not all students enjoy live lessons, and our staff are not always available to teach live lessons (they may be supervising students in school or be ill themselves), therefore staff may use alternative methods such as narrated lessons and PowerPoints.
How will my child’s work be marked and assessed?
Staff have been trained and equipped to provide effective online feedback.  As such they will set appropriate assessments which will range from the tracking of completed work through to online quizzes which check learning. Key assessment pieces will be set and marked in line with our policy. LACs have a clear assessment plan in place for each group. If a student is self-isolating, in most cases they will be expected to complete key assessments, however, it will be marked in the assessment sheet that this was not conducted under the supervision of a teacher.
When will work be set, how will my child access this and when should it be submitted by?
All students will follow their daily timetable whilst learning remotely. In the event that the Contingency Framework is implemented for a period of time, this may be reviewed and an alternative curriculum proposed. If a child is asked to isolate, through the Academy track and trace system, they will be informed by either a letter, or where this occurs out of hours, via a phone call and follow-up letter will be issued. Either will confirm that work will be set within a working day of the notification of the need to isolate.

All online learning will be set on Firefly and students are expected to complete their tasks within 24 hours of these being set. If they cannot access the material, or are struggling with the content they should contact their teacher or Year Manager via the Academy email facility. If a student becomes unwell in the period of isolation, their parent/ carer should contact the Academy’s absence line so that staff can be notified that work will not be completed.

Staff will use merits, postcards home, emails home etc. to praise and encourage students. Likewise, they are expected to record demerits and make appropriate contact with the pastoral staff and parents if a student is falling behind with their work. Year Managers, working closely with the relevant KS3, KS4 or KS5 Assistant Principal will monitor the demerits given and act on these by contacting students, parents/ carers to ensure that students are supported to complete their learning and that any barriers to this are identified and addressed in a timely manner.
What if my child can’t access work online
Staff know which students cannot access online learning. In the case of a partial isolation scenario, if a student, with no access is isolating, a paper pack of work will be sent home which mirrors the curriculum content being taught in school. Where possible, in the event of the implementation of the Contingency Framework, these students will be brought into the Academy and support and access to IT will be provided, so that these students are supported with their learning to ensure that their learning keeps pace with that of their peers. If your child is struggling to access technology please email enquires@saintwilfrids.com or phone the school 01254 604000.
Who do I contact if I have any questions or concerns?
If parents or carers have any concerns regarding the work set or need to communicate any concerns that they have regarding their child (academic or pastoral) they should contact the school through the enquiries@saintwilfrids.com or phone 01254 604000.

During a prolonged period of isolation, staff will endeavour to make welfare calls to each child working remotely. If wider restrictions are in place, students will meet with their tutors each morning and occasionally in small groups in the afternoon. Not only does this ensure that the tutor maintains contact, but it also helps us to quickly ascertain who is not engaging with online tasks and intervene swiftly.
How will my child be supported if they have specific needs?
We recognise that some students, for example those with special educational needs and disabilities (SEND), and specifically those with EHCPs, may not be able to access remote education without support from adults at home. During a period of wider restrictions, we actively encourage all students with EHCPs to work within the building where we can support them physically and academically with specialist staff. When a student with an EHCP cannot come into the building due to shielding, parental concerns or a period of isolation, we support via LSAs contacting the student regularly or working with them remotely on TEAMS. Dependent on the needs and independence of the student, the LSA will differentiate work and if necessary streamline elements of the curriculum. The SENDco is available to speak to parents regarding support and their child’s current access to the curriculum and can be contacted by emailing rsharples@saintwilfrids.com.
Finally, we welcome feedback from both our students and parents regarding our remote provision. If you wish to speak to a member of staff directly regarding this, please contact kcoomber@saintwilfrids.com.
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