Our Remote Learning Provision – Woolacombe School

Work set each day

Spelling/Grammar/Phonics
Maths
English
Reading activity
Topic/Foundation subject activity

Teachers Blended Learning/Online expectations.

One daily meet each day - timetabled across the school so this doesn’t clash with other year groups.
Video recordings of teacher input in the classroom to support remote learning. We could build to this being a live session over time but mainly a recording of your input and then posted on the classroom page.The aim of the ‘taught’ video activities is to provide the teacher input to allow children/parents at home the opportunity to also be taught and for the majority of children to get on with the independent practice.
Reflection session - a daily optional time for parents for feedback/questions if needed (this doesn’t have to be a live google meet but can just be a time when you are available to respond to questions ‘live’ online)

To engage with the remote learning daily
Work only to be submitted through google classroom not via email
To submit a response to a Literacy task and Maths task 3 times per week through google classroom, as guided by the teacher.
To submit a response to a topic/foundation topic task at least twice per week through google classroom, as guided by the teacher.
To continue to fill in an online reading diary daily through google classroom
Teachers will only be available to respond to online learning between 9.00-3.00pm - during normal contact classroom hours. If teachers wish to use their directed time to respond to learning this is fine but it will not be an expectation for parents that teachers will be available to respond to learning outside of 9-3pm.

Teacher video - welcome	This can be live google meet or recorded but needs to set out the timetable for the day and give feedback from the previous day.
Phonics / spelling	Live or recorded phonics/decision spelling sessions delivered by the teacher. Links and task posted on classroom.
Writing	ONE aspect of writing per day which follows our writing sequence. This is heavily modified but will develop writing along the lines of the planned sequence but likely to be a mini sequence within the week. Teacher input to class in school could be recorded and posted to ensure modelling specific aspects of the writing sequence to be supported at home. Links and task posted on classroom.
Reading	One Group Reading session set each day in line with normal guided/group reading practice. Links and work posted Individual readers - LSA’s to have time to read with individual daily/priority children throughout the week. Use of Oxford Reading Owls or a system of book change over/pick up days for our levelled readers to be arranged by classes. https://home.oxfordowl.co.uk/reading/free-ebooks/
Maths	Use of White Rose Maths videos for parents. The teacher can support modelling the learning live to the class and then post a ‘taught’ video recording if more support is needed on top of the White Rose videos. Links and work posted.
Love Reading Story	Teachers/LSA’s to read to the children live by meet or pre-recorded and then post.
Topic	Topic work linked with the whole school/year group topic. Activities are independent tasks allowing children to get on with as little adult intervention as possible.
Class meet/class Assembly	A daily google ‘catch up’ meet to have eyes on the children. This is used to develop the character work and build the class community.
Reflection session	A time during the day when the teacher is online to answer questions from the children or the parents. This is optional for the parents. It is usually before lunch or before hometime. This isn’t a meet but a time when you will be online to respond to questions live and a set time each day.
Executive Head Teacher Weekly Introduction and Celebration Assembly	The Executive Head Teacher to have an open session for any children and parents to attend for a chat each week. Executive Headteacher to post a weekly introduction assembly at the beginning of the week and a weekly celebration assembly at the end of the week. Teachers to share children's work to be celebrated at the end of the week but the focus will be linked to the character virtue focus each week.
OPTIONAL Ongoing Deliberative Practice outside the school day/sessionse	The teachers will set OPTIONAL deliberative practice for the children to do in between learning sessions and outside of the school day. For example - Writing resilience - 10-20 mins copy writing Times Tables / Number bonds Handwriting practice IXL
Feedback	Can be by commenting on work or by making notes on all work and feeding back as a group in your daily meets. Teachers must build value and connection with the children online and work around what works in terms of feedback to children as per age of cohort.
SEND	Individual learning plans/packs need to be created for SEND children linked to their ‘my plans’. This is to ensure they can engage with the remote learning but are also given additional support for their needs as this is an entitlement for these children due to their identified SEND needs.
The teachers day	The aim in this blended learning model is that the teacher should be able to operate as normal. They deliver the teaching and then the TA takes over as the parent would in the home (where a TA is available). This frees up the teacher to attend to questions and interact online. The afternoon is designed to be very hands off. The teacher delivers the topic work which is a task that the children can get on with independently at home and school. The teacher can spend time responding to work and planning the next sessions and providing the following days resources for the parents who want to be ‘printed’ and ready to go. A very short feedback meeting with all staff at the end of the day on a Tuesday to refine the process and for the AHT/EHT to feedback from comments.
Helping parents	Video ‘help’ sessions can be shared with parents and also directed to Nigel Martin at Woolacombe to support with online tech help.

Blended learning offer