Remote Education Provision at Laurence Jackson School This information provides clarity to student and parents/carers about what to expect from remote education where national or local restrictions are required. Please note the first couple of days of our remote education programme may look different than the approach outlined here as we take the necessary actions to prepare long term plans. All remote education provision will follow the planned curriculum for each year group as outlined here. Where curriculum adaptations are needed in our practical subjects, lessons will be modified to ensure they are suitable for remote learning. Our remote learning programme involves live lessons in all subjects across a two-week timetable, together with time for your child to work independently on subject specific work that will be set in the live lessons and/or allocated to them on class charts. Teachers will ensure screen breaks are built in to lessons when students are working independently on tasks set. Our pastoral programme will be adapted to be delivered remotely and consideration will be given to appropriate themes based on the remote learning model. Your child will also have contact from their Form Tutor daily through a Teams meeting during their usual morning registration time. Remote provision programmes and updates will be shared on our school media platforms, via student emails and the weekly parental bulletin. Frequently asked parent/carer questions: 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? Yes, your child will be taught the same curriculum remotely as we do in school. 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 as per their usual school timetable (5hrs). How will my child access any online remote education you are providing? All remote education will be delivered via the Office 365 Platform. All live lessons will take place via Microsoft Teams. The Live Lesson Protocol is available in the Remote Learning Policy and must be adhered to by students when engaging with live lessons. Any communication with regard to remote learning will be via your child’s school classchart account and Microsoft Teams. If my child does not have digital or online access at home, how will you support them to access remote education? Your child can access support if they do not have a device at home e.g. laptop/ iPad/ mobile phone on which to access the remote learning successfully. Please contact your child year manager who will support you. Students are expected to have access to the internet whilst at home; the school recognises that many families may not have home printers and will therefore set work with this in mind. This means that we will not expect the printing of material. How will my child be taught remotely? We use a combination of the following approaches to teach pupils remotely: live teaching pre-recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers) narrated PowerPoints created by class teachers. commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences subject specific study work that will set on classcharts What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home? We expect your child to attend all live lessons at their scheduled times as per their timetable; attendance at live lessons will be closely monitored and pastoral staff will contact home. We expect all parents/carers to: provide support at home with establishing the daily and weekly routine to support their child’s remote learning timetable and a quiet place to learn. study the live lesson protocol and ensure their child meets the expectations outlined to students as part of this protocol. contact school if they have engagement concerns about their child. Specific subject concerns should be addressed to your child’s teacher. How will you check whether my child is engaging with their work and how will I be informed if there are concerns? Class teachers will record lesson attendance and absence will be followed up as per normal school attendance processes. Class teachers will ensure students who meet/exceed expectations receive achievement points in Class Charts. Class teachers will email students who have not completed key tasks. If no response is received from a student, the class teacher will then log ‘No evidence of remote learning’ in Class Charts to notify parents/carers If there are concerns about the quality of tasks submitted and thus progress concerns, the class teacher will contact students via email to offer support, ascertain what issues are, what the student is struggling with. If there is no response or there are still concerns a ‘Remote Progress Concerns’ in Class Charts will be issued to notify parents/carers Year Managers will review these overall ClassCharts notifications and will discuss as part of their fortnightly phone calls home. If there are continued concerns, the class teacher will speak to their Subject Leader regarding progress/engagement concerns. Subject Leaders will then liaise with Year Managers if concerns persist. 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 providing feedback on a student’s work is as follows: Teachers are responsible for providing constructive feedback to your child in a timely manner during the remote learning period. Subject Leaders are responsible for overseeing the type and regularity of feedback, and will liaise with SLT to ensure consistency. During live lessons, the chat function will be used as a communication channel between teachers and students. The assigned live lesson supporting teacher can provide ongoing feedback and support to students during the lesson Whole class feedback will be used to support the process of remote feedback to students to highlight common misconceptions with the subsequent use of starter tasks as modelled answers narrated by the teacher. Your child should continue to use the green pen policy to improve work at home based on feedback. Low stakes assessments and quizzes will be used to continually revisit core knowledge. The functionality in Microsoft Forms allows Multiple Choice Questions (MCQ) to be created with immediate feedback to your child. 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: Upon a period of school closure, the AHT (SENDCO) communicates with all EHCP students/parents to encourage attendance at school and outline SEND arrangements to support a student’s remote learning. EHCP and some targeted SEND K student are assigned LSAs to support them with remote learning during school closure periods where appropriate. LSAs are assigned to attend all live lessons with daily virtual drop ins then available to students with accessing live lesson content and follow up work. LSAs are provided with lesson resources and are copied in to all emails sent to students so they can support your child at home. EHCP/Nurture face to face sessions are provided twice weekly to support students. A bespoke Programme for remote learning may be offered to specific students led by their teachers and supported by assigned LSAs. If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above? Where individual students need to self-isolate how remote learning is provided will likely differ from the approach for whole school groups. This is due to the challenges of teaching students both at home and school. Isolating students will receive access to work and a range of resources as per their normal timetable, this work will be set on classcharts. Student who are isolating and unwell are not expected to access and complete work. Parents should contact school as per normal absence processes to inform school their child is unwell.