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Kirkby La Thorpe
Church of England Primary Academy

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Welcome toKirkby La Thorpe

Church of England Primary Academy

Kindness Learning Tolerance

Remote Learning Support

Remote education provision: information for parents

The information below outlines the remote learning provision in place at our school.  If you have any further questions, please feel free to contact either you child’s class teacher or the school office (01529 302595 or enquiries@kltprimary.co.uk ).  If your child is having difficulty logging into their Microsoft 365 account, please contact the school office who will be able to reset their password.  We will try to do this as soon as possible, but this may take up to 24 hours.  If you have any questions about the work uploaded to our Teams' class pages, please contact your child's class teacher, who will be able to assist you.

 

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?

As far as possible, your child’s class teacher will try to continue the learning that would have taken place in the classroom.  For ease of access, this may initially be emailed directly to the main parent/carer. 

 

In addition, pupils will be reminded of various websites that we subscribe to (Oxford Reading Buddy, Times Table Rock Stars, Numbots, Third Space Learning, Education City and Discovery Coding), where additional activities can be located.

 

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?

As far as possible, we teach the same curriculum remotely as we do in school wherever this is appropriate. However, we may have to make some adaptations in some subjects. For example:

  • PE inputs may have to altered, due to equipment that may be required.
  • Resources for practical lessons, such as science, art and DT, may differ slightly, based on what may be available within the home environment. 

 

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

As a school we recognise that all children work at differing rates and factors such as resources and equipment, including access to the internet, affect the time that learning activities will take. 

Government guidance states the following:

 

Key Stage 1

3 hours a day on average across the cohort, with less for younger children

Key Stage 2

4 hours a day

 

To meet the above expectations, teachers will prepare three sessions a day: English, Maths and topic.  In addition, children will be expected to participate in further tasks, such as daily reading, spelling and times table practise. 

 

Each day class teachers will also provide a ‘drop-in’ session (up to 30 minutes), where pupils can come together with their class and class teacher.  The purpose of this session is to ensure that our children get the opportunity to socialise with their classmates, whilst allowing time to share and celebrate learning, and for children to ask questions about the work that they have been set.

 

Accessing remote education

How will my child access any online remote education you are providing?

We use two platforms to deliver our remote learning:

Reception: Tapestry

Years 1 – 6: Microsoft Teams for Education

 

These platforms are used to provide learning and set activities and work, as well as providing a means for teachers to give pupils’ feedback about their learning.  Our daily class drop-ins also take place via Teams for Education. 

 

As a school, we utilise Power Maths to deliver our Mathematics programme of study.  Where appropriate, the practice books are sent home for children to access such learning remotely. 

 

 

In addition, pupils have access to a number of web based subscriptions.  These include:

Oxford Reading Buddy: https://www.oxfordreadingbuddy.com/uk

Times Table Rock Stars: https://ttrockstars.com/

Numbots: https://play.numbots.com/#/account/search-school

Third Space Learning: https://learn.matr.org/parent/login (parents/carers can set up a free login)

Education City: https://go.educationcity.com/?_ga=2.171129312.1557073388.1611063593-51504300.1611063593

Discovery coding: https://online.espresso.co.uk/espresso/login/Authn/UserPassword

 

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.

 

Where our families are having difficulty accessing remote learning, in the first instance we ask them to contact school so that we are able to best understand their needs and to find an appropriate solution.  This might take a variety of forms, depending upon the identified need.

 

Limited/no access to the internet: School can provide families with mobile data (Vodafone data cards) to provide access to the internet.  In addition, we are able to identify other avenues to support our families, such as through the government ‘Get help with technology’ scheme. 

 

Limited access/no access to equipment: Depending upon the number of users in the family and the devices available, our school is able to lend equipment to our pupils. 

 

Difficulty accessing printed materials: Where parents/carers make class teachers aware, arrangements can be made for work to be printed either for collection or delivery to families. 

 

Difficulty submitting work due to limited/no internet access:  We are happy to work with individual families to identify systems of providing printed work and returning completed learning, to ensure that pupils receive appropriate feedback in a timely manner. 

 

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely.  We recognise that a blended approach is required and the approaches used by each class teacher will be dependent upon a number of factors.  These include: the age of the children, the subject and subject matter being taught, and the needs of each respective class.

 

The following approaches are used within our school:

  • live teaching daily drop-ins (via Teams for Education);
  • recorded teaching by our class teachers (via Tapestry for Reception and Teams for Education for Years 1-6);
  • recorded teaching produced by different organisation, such as White Rose Maths and the  Oak National Academy;
  • Power Maths Practice books (textbooks);
  • printed paper packs produced by teachers (e.g. worksheets)
  • reading books via Oxford Reading Buddy;
  • access to various websites that our school subscribes to. 

 

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?

Our expectation is that pupils engage on a daily basis with the remote learning that is provided.  We recognise that a number of factors may affect the level of engagement of each, such as support from home due to parents/carers working, devices within the home, the number of children in the home, and the nature of the learning provided. 

 

Engagement with school may take a variety of forms, these include:

  • a phone call;
  • a comment in the Team chat;
  • an email to a class teacher:
  • uploading children’s work to Tapestry or Teams;
  • attending the daily class drop-in; or
  • any combination of the above.

 

We also recognise that pupils of differing ages may need greater or less support from their parents/carers. 

 

Our Remote Learning Policy outlines how parents/carers can support their children with remote learning, with suggestions on how to structure the day.  We recognise that a ‘one size fits approach’, isn’t possible in the context of remote learning and we are keen to work with our families and support their individual needs, to achieve the best outcomes for all pupils.  

 

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

Where pupils do not actively engage with remote learning, or where there is no daily contact, we have established a system of actions to support the family. 

 

This takes a day-by-day approach, where contact is instigated by school to ensure the safety and wellbeing of pupils and where targeted support, within a set time frame, is offered to meet the needs of the family. 

 

Where concerns are raised, the Designated Safeguarding Lead may make the decision to complete an Early Help Assessment, or instigate the Child Protection and Safeguarding Policy, to ensure the safety of the child. 

 

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.

 

Pupils are encouraged to upload their learning to their respective platforms so that class teachers can access their learning and provide feedback as necessary.  Uploaded work may take a variety of forms, including word documents, photographs of Power Maths practice book pages, photographs of any other work, videos of their activities. 

 

Class teachers will direct pupils where they would like uploaded work to be saved.  For example, this might be in the ‘Class Notebook’ or ‘Assignment’ pages on Teams. 

Class teachers will check for submitted work on a daily basis and will respond to work as promptly as possible. 

 

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/carers to support those pupils in a number of ways.  These include:

  • Differentiating learning so that it closely meets the learning needs of the individual child; this means that some children may receive different work to the rest of the class;
  • Adjusting the amount of learning that is expected from a child so that it is achievable and not overwhelming;
  • Providing a number of shorter activities, to support those children who have a shorter attention span;
  • Providing additional resources and learning aids to support, such as number lines, phoneme cards or word banks;
  • Providing 1;1 remote sessions, via Teams meetings, for intervention programmes, such as Precision teaching and Emotional Literacy Support, to take place; and/or
  • Providing 1:1 National Tutoring programmes to take place to address gaps in learning. 

 

 

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 is likely to 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?

If a child is collected during the school day to undertake self-isolation, where possible, class teachers will try to send a pack of work home with the children, including, for example, their Power Maths Practice book.

 

During the period of isolation, as far as possible, teachers will endeavour to replicate the learning taking place in school with what is provided for the pupils at home.  For ease of communication, this will be communicated via the parents/carers’ direct email address.   

 

Where it is more difficult to mirror the learning taking place in the classroom, due to the content of the subject matter or the resources required, class teachers will provide alternative work which can be completed during the period of the isolation.  If this occurs, class teachers will continue to ensure that such learning is planned and well-sequenced, providing a meaningful context for the pupil. 

 

Pupils will be encouraged to share their learning, either in photograph form or via programs that have been utilised (such as Word), and send these via email for class teachers to respond to. 

 

 

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