The Spring and Summer Terms of 2020 presented many challenges for us all, and during the lockdown period, which began in March 2020, we offered a wide range of learning opportunities and pastoral support for our pupils. These included: pre-recorded story time and videos (Literacy Tree and White Rose); access to internet sites to support learning; hard copies of worksheets if access was limited, and practical challenges and tasks using resources in the home. Regular pastoral calls to all children and families, home visits, resource packs, learning mentor packs, food vouchers and food parcels were all offered as part of our support for our families. We received an overwhelming amount of positive feedback from parents and we feel that our offer was ‘right’ for our young children.
Having reflected on feedback that we had during the Spring and Summer terms where some parents asked if there could be more daily contact with the teacher and interactivity we have decided to use Tapestry for EYFS (Reception) and Google Classroom for Key Stage 1 (Years 1 & 2) to post home learning, receive photos/videos of work and give feedback. We have worked to set up all the access requirements and staff are familiar with this technology.
If we should face a local or national lockdown our remote learning offer will ensure we:
- Use a curriculum sequence that allows access to high-quality online resources and teaching videos which are linked to the school’s curriculum expectations.
- Give access to high quality remote education resources through Tapestry and Google Classroom.
- Loan school IT equipment or provide printed resources, for pupils who do not have suitable online access.
- Recognise that some pupils with SEND may need a differentiated curriculum set
- Teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject.
- Provide frequent, clear explanations of new content, delivered by a teacher through high-quality curriculum resources or pre-recorded videos.
- Gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation of how regularly teachers will check work.