REMOTE EDUCATION PROVISION
Information for Parents
This information is intended to provide clarity and transparency to pupils, parents and carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.
The remote curriculum: what is taught to pupils at home?
As with the previous period of remote learning, we are continuing to deliver our full carefully planned and sequenced curriculum. This provision will continue to be provided should there be any future restrictions, or requirements for bubbles to isolate, requiring children to remain at home.
Where appropriate, some modifications or adaptations to the curriculum in some subjects may be required – for example, in the sequence of delivery of the mathematics curriculum. Learning sequences which can be taught most successfully remotely may be bought forward in place of sequences which contain more complex concepts which would be better taught in the classroom. Details of our curriculum mapping is published on our website.
Remote teaching and study time each day
How long should I expect work set by the school to take my child each day? In line with the government’s expectations, we expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
| Foundation Stage (Reception) | 2 ½ - 3 hours |
| Key Stage 1 | 3 hours |
| Key Stage 2 | 4 hours |
Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, remote education will be provided which closely matches what is being taught in school, wherever possible. Whilst this provides some challenges due to teaching pupils both at home and in school, we believe that it is essential to ensure progress is maintained. In this way, pupils are able to return to school after their period of isolation without significant gaps in their learning. This remote learning will be provided via Seesaw or Tapestry. Feedback will be given daily to all learning tasks (as outlined above). Remote learning will begin the following school day, providing we are aware by 5pm.
To ensure a full and balanced curriculum, the tables below show suggested timings allocated to each curriculum area across the classes.
Foundation Stage and Key Stage 1: For School or Whole Bubble Closures
| Shackadell (Reception) | Peartree (Years One and Two) | Orchard (Year Two) | ||||
|---|---|---|---|---|---|---|
| Subject | Time Allocated | Subject | Time Allocated | Subject | Time Allocated | |
| plus Child Initiated Learning through play daily | ||||||
| Monday | Busy fingers | 15 mins | Maths | 30 mins | Maths | 45 mins |
| Phonics | 30 mins | English | 30 mins | English | 45 mins | |
| Reading and Rainbow words | 15 mins | Phonics | 15 mins | Spelling | 10 mins | |
| Maths | 30 mins | Reading/handwriting | 30 mins | Reading | 10 mins | |
| PE | 30 mins | TT Rocks Stars (Year 2) | 10 mins | TT Rock Stars | 10 mins | |
| Topic | 30 mins | Music | 20 mins | PE | 30 mins | |
| Story Time | 10 mins | RE | 40 mins | RE | 30 mins | |
| Tuesday | Busy fingers | 15 mins | Maths | 30 mins | Maths | 45 mins |
| Phonics | 30 mins | English | 30 mins | English | 45 mins | |
| Reading and Rainbow words | 15 mins | Phonics | 15 mins | Spelling | 10 mins | |
| Maths | 30 mins | Reading/handwriting | 30 mins | Reading | 10 mins | |
| Music | 20 mins | |||||
| Topic | 30 mins | TT Rock Stars (Year 2) | 10 mins | TT Rock Stars | 10 mins | |
| Story time | 10 mins | History/Geography | 1 hour | Computing | 40 mins | |
| Wednesday | Busy fingers | 15 mins | Maths | 30 mins | Maths | 45 mins |
| Phonics | 30 mins | English | 30 mins | English | 45 mins | |
| Guided Reading & Rainbow words | 15 mins | Phonics | 15 mins | Science | 1 hour | |
| Maths | 30 mins | Reading/handwriting | 30 mins | Spelling | 10 mins | |
| Topic | 30 mins | TT Rock Stars (Year 2) | 10 mins | Reading | 10 mins | |
| Music | 15 mins | Science | 1 hour | TT Rock Stars | 10 mins | |
| Story time | 10 mins | |||||
| Thursday | Busy fingers | 15 mins | Maths | 30 mins | Maths | 45 mins |
| Phonics | 30 mins | English | 30 mins | English | 45 mins | |
| Guided Reading & Rainbow words | 15 mins | Phonics | 15 mins | PSHE | 45 mins | |
| Handwriting | 15 mins | |||||
| Maths | 30 mins | Reading/handwriting | 30 mins | Spelling | 10 mins | |
| Topic | 30 mins | TTRS (Year 2) | 10 mins | Reading | 10 mins | |
| Story time | 10 mins | Computing/DT | 1 hour | TT Rock Stars | 10 mins | |
| Friday | Phonics | 30 mins | Maths | 30 mins | Maths | 45 mins |
| Guided Reading & Rainbow words | 15 mins | English | 30 mins | English | 45 mins | |
| Maths | 30 mins | Reading/handwriting | 30 mins | Geography | 45 mins | |
| PE | 30 mins | PE | 1 hour | PE | 30 mins | |
| Topic | 30 mins | PSHE | 30 mins | Reading | 10 mins | |
| Story time | 10 mins | Rock Stars | 5 mins | |||
Key Stage 2: For School or Whole Bubble Closures
| Orchard (Year Three) | Haffydown (Years Three and Four) | Danes (Years Five and Six) | ||||
|---|---|---|---|---|---|---|
| On the final week before half term, Art will be taught replacing some other subjects | On the final week before half term, D&T will be taught replacing some other subjects. | Art and D&T will be blocked so will replace some other subjects on the days that they are taught. In addition to the above, a class story will be read most days. | ||||
| Subject | Time Allocated | Subject | Time Allocated | Subject | Time Allocated | |
| Monday | Maths | 1 hour | Maths | 1 hour | Maths | 1 hour |
| English | 1 hour | English | 1 hour | English | 1 hour | |
| Spelling | 15 mins | Spelling | 15 mins | Spelling | 15 mins | |
| Reading | 15 mins | Reading | 15 mins | Reading Comprehension | 15 mins | |
| TT Rock Stars | 15 mins | TT Rocks Stars | 15 mins | TT Rock Stars | 15 mins | |
| PE | 30 mins | Handwriting | 15 mins | French | 30 mins | |
| RE | 45 mins | Computing | 40 mins | PE | 30 mins | |
| French | 20 mins | Reading | 15 mins | |||
| Tuesday | Maths | 1 hour | Maths | 1 hour | Maths | 1 hour |
| English | 1 hour | English | 1 hour | English | 1 hour | |
| Spelling | 15 mins | Spelling | 15 mins | Spelling | 15 mins | |
| Reading | 15 mins | Reading | 15 mins | Reading | 15 mins | |
| TT Rock Stars | 15 mins | TT Rock Stars | 15 mins | TT Rock Stars | 15 mins | |
| Music | 30 mins | Music | 45 mins | Music | 30 mins | |
| Computing | 45 mins | PE | 30 mins | RE | 45 mins | |
| Wednesday | Maths | 1 hour | Maths | 1 hour | Maths | 1 hour |
| English | 1 hour | English | 1 hour | English | 1 hour | |
| Science | 1 hour 15 mins | Science | 1 hour 15 mins | Science | 1 hour 30 mins | |
| Spelling | 15 mins | Spelling | 15 mins | Spelling | 15 mins | |
| Reading | 15 mins | Reading | 15 mins | Reading | 15 mins | |
| TT Rock Stars | 15 mins | TT Rock Stars | 15 mins | |||
| Thursday | Maths | 1 hour | Maths | 1 hour | Maths | 1 hour |
| English | 1 hour | English | 1 hour | English | 1 hour | |
| PSHE | 45 mins | Geography | 1 hour | Geography | 1 hour | |
| Spelling | 15 mins | Spelling | 15 mins | Reading | 15 mins | |
| Reading | 10 mins | Reading | 15 mins | TT Rock Stars | 15 mins | |
| TT Rock Stars | 10 mins | PSHE | 30 mins | PSHE | 30 mins | |
| Handwriting | 10 mins | |||||
| French | 30 mins | |||||
| Friday | Maths | 1 hour | Maths | 1 hour | Maths | 1 hour |
| English | 1 hour | English | 1 hour | English | 1 hour | |
| Geography | 1 hour | RE | 1 hour | Computing | 45 mins | |
| PE | 30 mins | PE | 1 hour | PE | 30 mins | |
| Reading | 15 mins | Reading | 15 mins | Spelling | 15 mins | |
| TT Rock Stars | 15 mins | TT Rock Stars | 15 mins | Reading | 15 mins | |
| TT Rock Stars | 15 mins | |||||
Accessing Remote Learning
Remote learning is set via Tapestry for Shackadell class (reception aged children) and Seesaw for Years 1-6. Children and parents are already familiar with these, both through the previous period of remote learning and through their regular use throughout the school year. All lessons are prepared in advance and scheduled for between 7am and 8am each morning thus allowing children and parents to access these at the most suitable time to fit in with differing home working arrangements.
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:
- Laptops and iPads are available for loan to pupils where needed. Parents can contact the headteacher via phone or email should this be required. The email address for out of hours is: closed@astonmarys.herts.sch.uk
- Teachers will provide paper-based learning packs for individual children should this make learning more accessible to them. Requests can be made direct to the teacher or via the school office.
How will my child be taught remotely?
A key feature of many lessons we provide on Seesaw and Tapestry is the video and audio content recorded by teachers. This enables teachers to provide clear, modelled explanations, alongside worked examples, modelled writing etc. Children are able to respond onto templates provided as part of the lesson, on paper and upload a photo or record audio or video clips to share their learning with their teachers. As with all our teaching, a variety of strategies will be used in our remote teaching and learning.
We recognise the importance of children maintaining a regular reading habit throughout periods of remote learning. Texts and extracts are shared via Seesaw as part of English lessons and guided reading.
Reading books can be exchanged at school by arrangement on Mondays, Wednesdays and Fridays. Should you wish to collect a new pack of books for your child, please email Mrs Branagan (mrsbranagan@astonmarys.herts.sch.uk). The book pack will be available for collection on the table outside the main entrance on the agreed day. Returned books can be left in the returned book box and will then be quarantined before being available again for loan.
We can also provide exercise books to support your child whilst learning at home. Please message your child’s teacher via Seesaw or Tapestry or, alternately, contact the school office. These will be available for collection as above.
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?
A key factor in the success of our remote learning offer is our successful partnership with parents. Our aim is always to support families in whatever way is needed to meet individual needs. We strive to maintain regular contact with families via our online learning platforms, telephone calls, email and regular newsletters. Our experiences during the previous lockdown showed that routines for remote learning looked very different between different family settings. In some cases, it was helpful to stick to a timetable closely resembling the school day; in other cases, timings were more flexible in order to meet the demands of parents working from home whilst also supporting their children’s learning. In all cases, plenty of breaks for exercise and relaxation were a key factor in maintaining pupils’ wellbeing and readiness to learn.
Teachers’ provide regular feedback to pupils in response to all of their home learning. This feedback is provided promptly via the online learning platforms, generally by the end of the day of the lesson. Feedback takes different forms according to the child, their needs and the task. For example, many pieces are marked in line with the school marking a feedback policy using pink to identify areas of success and green for areas for development or next step learning. Alternatively, oral feedback may be given via audio comments and, where required, additional individual support will be provided through personalised online tutorials. Other pieces will receive a simple comment or ‘like’ – for example when a child shares evidence of their daily exercise.
Significant time is invested in the quality of the feedback provided due to the significant impact that this has proved to have on the progress our pupils make whilst learning remotely. Parental feedback has shown that children are motivated by knowing that their teacher will respond and, where areas for development are suggested by the teacher, many children respond to this by making improvements to their outcomes.
Teachers’ monitor engagement in every lesson and swift action is taken to engage with parents when concerns arise. This might be via a phone call, email, a doorstep visit or, depending on the age and needs of the child, a message of encouragement via one of the online learning platforms.
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:
- Provision of additional, scaffolded support to support learning via the online platforms
- Provision of additional resources (e.g. paper learning packs, exercise books and manipulatives) where required
- All reception aged children have been provided with a set of maths manipulatives and a mini whiteboard
School Nursing
How to contact the school
If you have any queries or need to contact us out of hours, please use the email account set up to support families during the pandemic:
closed@astonmarys.herts.sch.uk