This information is intended to provide clarity and transparency to pupils and parents or carers 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.
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.
If your child is sent home we will provide some individual work for them to complete in the first instance. This could be in the form of a workbook and/or worksheets.
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, we may ask you to take part in an activity streamed by another provider for certain subjects e.g. Joe Wicks for PE. Where practical experiments or group work were planned in class, adaptations will be made for supporting home and individual learning.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
At least 3 hours for Primary aged pupils.
KS2 tasks are designed to provide 4+ hours of learning when completed in full and KS1 at least 3 hours.
Reception/KS1 – 20 minutes phonics a day taught through teacher prepared or Read, Write Inc. video clip.
Reception/KS1- 1 hour mathematics. Lesson delivered through teacher prepared or White Rose video clip.
Reception/KS1- 1 hour Literacy. Lesson delivered through teacher prepared video or powerpoint.
Reception/KS1- 40 minutes to 1 hour of other curricular learning each day delivered through a video, powerpoint or learning notes.
KS2- 1 hour mathematics. Lesson delivered through teacher prepared or White Rose video clip.
KS2- 1 hour Literacy. Lesson delivered through teacher prepared video or powerpoint. KS2- 30 minutes 3 times a week of reading comprehension activities.
KS2- 1.5 hours of other curricular learning each day delivered through a video, powerpoint or learning notes.
Most remote learning will be provided through the school’s SeeSaw platform. Each child and parent has been provided with a logon for this platform.
Each child (Y1- Y6) has a Mathletics account and can access this remotely to engage in further mathematics learning.
Teachers will also use the Microsoft Teams platform in order to engage in face-to face real time learning.
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:
• We have a finite number of iPads which can be loaned to parents to support them with accessing home learning. Parents can contact the Headteacher to request these by emailing firstname.lastname@example.org.
• If you do not have fixed broadband, school can work with you to access devices that will provide this. School can also help you apply for temporary increases in mobile data to help access the learning.
• If pupils do not have online access then parents can telephone the school (Delaware base) on 01822 832550 and we will provide paper copies of the work set on a weekly basis. Pupils can complete the work and either drop work into school for feedback or post to the school to receive teacher feedback.
We use a combination of the following approaches to teach pupils remotely:
• Live teaching (online lessons)
• Recorded teaching (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 e.g.Read, Write, Inc. videos in Reception and KS1, White Rose videos, Jump Start Johnny and Joe Wicks.
• Some limited internet research activities
• We expect all pupils to engage in the home learning which has been set.
• We expect parents to support their children with home learning, ensuring that they have the appropriate structure within the day to complete the learning which has been set.
• We expect parents to support pupils in sharing at least one piece of mathematics, literacy and topic work each week.
• We will check your child’s engagement with remote learning on a daily basis through monitoring the work flow from the children and whether the learning platforms have been accessed.
• We will monitor and record your child’s engagement in the remote learning and produce a weekly monitoring checker which will be shared with the Headteacher at the end of each week.
• At the end of each week we will contact parents/carers if we have concerns about a lack of engagement.
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:
• The SeeSaw platform provides an ideal platform for pupils to share their home learning with teachers. Pupils can upload photographs of their learning for feedback. The messaging element of SeeSaw also allows children to ask question if they require further clarification.
• When pupils submit work there is an expectation that there will be some feedback from the teacher.
• The Teams platform facilitates instant feedback to the pupils and allows misconceptions to be addressed.
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:
• The use of videos and recordings will support younger pupils and those with SEND as they will be not be required to read lots of instructions.
• We will liaise closely with families of pupils with SEND to ensure that the learning set is appropriate for the pupils to complete with a degree of independence.
• We will adjust learning to ensure that it can be captured in a variety of ways to suit the pupil’s individual need e.g. pupils can submit their work via the spoken rather than the written word.
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 a child is self-isolating the teachers will provide a two week block of learning. They will also upload subjects, taught to the rest of the class in the form of videos and powerpoints. Frequent contact will remain throughout their period of isolation to offer feedback.
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All Bridge Schools are now closed. Delaware will provide a 'Hub service' for Gunnislake children who are children of key workers and vulnerable groups.
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