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Colkirk and Sculthorpe Church of England Primary Academies and Little Snoring Community Primary Academy
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Hello and welcome to our remote learning page!
On this page you can access some of the wonderful activities our children have and are undertaking in remote learning.
You can also read our Remote Learning Policy.
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
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.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
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?
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Accessing remote education
How will my child access any online remote education you are providing?
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:
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
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?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
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:
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:
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?
In addition to this information please refer to:
Unity Federation Remote Learning Policy
Ofsted: What’s working well in remote learning (short report published 11 January 2021)
Your child will have access to their academies chosen remote learning platform.
Your child will be provided with 4 hours remote learning each day, this will reflect the planned curriculum for the academy and include English, Maths, Phonics (Key Stage 1 and where appropriate Key Stage 2), Reading, Topic (History/ Geography/ Science), RE.
Also over the period of lockdown option for live Music sessions from Norfolk Music Hub, pre-recorded PE sessions, Art and Design Technology Projects, Modern Foreign Languages Projects (if appropriate) and Computing will be provided – however we appreciate some families may find this difficult to access and utilise.
Our intention is to teach the same curriculum remotely as we do in school. However, we appreciate that space and resources at home may be limited.
Whilst our English and Maths daily lessons will try to use minimal equipment some of our other curriculum subjects require a greater range of resources so we may need to make some adaptations in some subjects.
For example, what we offer in Art or Design Technology or PE may be tailored to what you can find in your home.
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Key Stage 1
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3-4 hours including daily maths, reading, phonics and English.
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Key Stage 2
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4 hours including daily maths and English, sometimes the work may extend in these subjects over several days to develop skills or sustain longer pieces of work.
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We have invested in remote learning platforms as follows:
Colkirk Purple Mash (with emails to support parents if needed)
Little Snoring SeeSaw (with a daily email to support parents)
Sculthorpe SeeSaw (with emails to support parents if needed)
In this section, please provide high-level information (where applicable, and ensuring parents know how to contact the school for further details) about:
- In some of our academies we have been able to utilise additional devices in school to loan to parents, using a loan agreement form.
- We have a small allocation of devices from the UK Government (Colkirk 2 laptops, LSPA 5 laptops, Sculthorpe 2 laptops) that we have deployed to vulnerable families.
- All children have been provided with a remote learning pack so they can complete learning in books and follow email instructions if they cannot access learning remotely online. This is followed up with regular telephone calls home.
- For parents who have limited broadband connectivity we also offer paper packs on request.
Across our academies we will provide the following:
- recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
- live seminars to follow up on learning (when appropriate), this is dependent on broadband capabilities in the academies which can vary due to rurality.
- 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 such as White Rose Maths Hub, Literacy Shed and BBC Bitesize.
- It is expected children undertake the work set for them and if they encounter any problems they can message their teacher if it is urgent or if not speak to the support staff in their weekly learning conversation phone call (i.e. any barriers to learning or support with aids).
- Staff are available from 9am – 3.15pm to respond to remote learning queries by messaging them on the remote learning platform, emailing them, contacting the academy office. Responses will be dealt with as soon as practicably possible – dependent on in school teaching commitments.
- All learning will be commented on and feedback provided by the teacher and we aim to do this each day. However with a minimum of 100+ responses to make per class this may not always be possible.
Staff will monitor children’s engagement in learning each day and once a week every family will have a learning conversation with a staff member related to remote learning. If a child is not engaging the following will happen:
- A message will be sent via the remote learning platform in the first instance for the pupil to act on the work missed.
- If this is not successful the parent will be contacted by a member of staff to discuss any barriers to learning or support needed.
We will continue to follow our marking and feedback policy and mark with pink for think and yell for yellow.
If we feel a child could attempt more or improve this feedback will be provided with an expectation of what is acceptable next time.
Pupils with SEND are provided with appropriate learning programmes to meet their needs, based on their EHCP goals or IEP / Intervention Targets.
Sometimes specific specialist programmes will be provided for children to log on to and use e.g. Nessy (for dyslexics).
It is expected that children who are isolating will receive the same level of remote learning and encounter the same ambitious and creative curriculum as those either in school or experiencing remote learning in a full lockdown.
Thus all of the provision identified above will be expected.
