Remote Education Provision: Information for Parents
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or 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?
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
When pupils are sent home to learn remotely, we will communicate to parents and guardians via the ‘remote learning’ section of the school website. You should expect to receive e-mail and text notifications of these updates that also contain a link to this section of the website. During this period, your child’s learning will need to be completed on EdClass. Log on instructions for which are located on the Blended Learning page of the school website.
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?
The Barlow RC High School will teach the same curriculum remotely as we do in school wherever possible and appropriate.
However, we have needed to make adaptations in those subjects that would normally include significant elements of practical work (e.g. music, science, physical education, technology etc). In these subjects, video demonstrations or simulations might be used to substitute the practical work and there will be a greater emphasis on the theoretical aspects of the subject.
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
The remote education provided is equivalent in length to the core teaching pupils would receive in school; a minimum of five hours a day. All your child’s lessons will be uploaded into the Assignments section of Microsoft Teams.
In Key Stage 3, pupils will receive five hours of education each day, in line with the five different subjects on their school timetable. The work pupils complete will include recorded teaching, and time for pupils to complete tasks and assignments independently.
At Key Stage 4, pupils will receive between five and six hours of education each day. Pupils will engage in their core and option subjects. The work pupils complete will include recorded teaching, and time for pupils to complete tasks and coursework independently.
Accessing remote education
How will my child access any online remote education you are providing?
The Barlow RC High School will use Microsoft Teams to aid the delivery of the curriculum whilst pupils are working remotely. Microsoft Teams allows the school to distribute and assign work to pupils and to enhance interactions with pupils.
Additionally, the school uses a variety of external resources and tools to support teaching and learning, including:
- Oak National Academy
- Microsoft Forms
- Carousel Learning
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:
The Barlow RC High School recognises that some pupils may not have suitable online access at home and we will take necessary steps to support those pupils to access the curriculum remotely.
The school will remain cognisant of families who do not have access to the resources required for remote education, and will ensure that an up-to-date record of which pupils do not have appropriate devices or internet access is maintained. This record is updated daily when our communication team contacts home or pastoral teams are contacted via email. If your child is having issues with digital or on-line access you should contact the school as soon as possible, by contacting reception.
We ask that parents and guardians are patient in receiving further communication as we are experiencing delays in the delivery of devices to school, and are waiting to hear whether the Local authority and the Government are going to provide further devices for our pupils.
Before distributing any devices, the school will ensure:
- the devices are set up to access remote education.
- appropriate safeguarding controls and support are in place to help pupils use the devices safely.
- a lending agreement and IT usage policy is signed by parents/carers.
Once devices are ready for collection, the school will either arrange for them to be collected by pupils or their parents from school, or delivered to pupils’ homes, ensuring infection control measures are adhered to as part of this process.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
The school recognises that interactive lessons are most effective in aiding pupils’ motivation and academic progression and, to this effect, teachers will ensure they regularly recreate aspects of in-person interactivity to the best of their ability.
The school will use a range of different teaching methods to help explain concepts and address misconceptions whilst delivering the curriculum remotely.
For the purpose of providing remote learning, the school may make use of:
- recorded teaching (e.g., video/audio recordings made by teachers)
- 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.
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?
During remote learning your child is responsible for:
- Adhering to the Remote Learning Expectations (visible as the initial slide of all lessons)
- Ensuring they are available to learn remotely and that their schoolwork is completed on time and to the best of their ability.
- Reporting any technical issues to their teacher as soon as possible.
- Ensuring they have access to remote learning material and notifying a responsible adult if they do not have access.
- Notifying a responsible adult if they are feeling unwell or are unable to complete the schoolwork they have been set.
- Ensuring they use any equipment and technology for remote learning as intended.
Parents and guardians are asked to support their child during remote learning by:
- Ensuring your child is available to learn remotely and that the schoolwork set is completed on time and to the best of their child’s ability.
- Reporting any technical issues to the school as soon as possible.
- Reporting any absence via the normal absence reporting process.
- Providing your child with an appropriate place to work.
- Checking your child is adhering to the Remote Learning Expectations (visible as the initial slide of all lessons)
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Systems and processes are in place to ensure high levels of engagement. Every lesson staff monitor the level of engagement pupils are evidencing and record this information on ClassCharts (either positive or negative).
A single point of contact (SPOC) has been allocated to each pupil. Once a week the SPOC will have a weekly dialogue with you childs engagement for all curriculum areas.
Teachers or Heads of Faculty may also contact you if your child is suffering within their subject.
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:
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:
- Quizzes marked automatically via Microsoft Forms.
- Written feedback via Microsoft Teams (in line with Faculty Marking Policy).
- Whole class feedback lessons.
- Feedback automatically provided via educational websites (e.g. MathsWatch or Seneca).
Additional support for pupils with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), 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 those pupils in the following ways:
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), 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 those pupils to ensure that the curriculum remains fully accessible and inclusive via remote learning.
All pupils with a SEND need have been offered a place in school to enable them to access the curriculum with support from specialist teachers and staff. The SEND Faculty will provide additional support to those individuals who do not wish to accept this place.
Support provided to pupils will include:
- weekly phone calls to parents and guardians from the child’s SEND key worker, to provide parents with an opportunity to discuss concerns and to guide them on how best to support their child whilst working remotely.
- pupils being given access to a modified curriculum with a specific Microsoft Teams provided adapted work to ensure pupils remain fully supported for the duration of the remote learning period.
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?
When pupils are unable to attend school due to self-isolation, work will continue to be provided so that pupils can continue to have full access to the curriculum. School Knowledge Organisers (KO) are shared via the website which indicates the aspects of curriculum being delivered within school. Pupils are to use the KO’s to select appropriate work within EDClass to continue learning of specific subject content in line with the curriculum.