West Leigh Infant School

Unfortunately we are living in very uncertain times due to the COVID-19 pandemic. It is possible in the future we might have absences or closures due to the virus. It is very important in these instances that all schools are able to blend learning in school with learning at home to try and ensure that pupils still receive as full as curriculum offer as possible.

We have carefully mapped out our school curriculum with remote learning links for each year group to ensure that our children are able to access work linked to the National Curriculum and our own learning expectations. For the vast majority of pupils, this remote education will be accessed online, however if this is not viable for some families then hard copies of work will be provided.

We hope these measures will ensure that the children's educational experience is as seamless as possible.

Please see our Remote Learning Plan below.

1. Statement of School Philosophy

West Leigh Infant School provides creative learning opportunities in a happy, inspiring and safe environment; all are cared for, supported and challenged to maximise their potential. Our strategy for remote learning continues this.

We will provide links to appropriate remote learning for pupils who are not able to attend school so that no one will fall behind. West Leigh Infant School has used the research from the Educational Endowment Foundation as a basis for our approach to remote learning.

https://educationendowmentfoundation.org.uk/covid19-resources/best-evidence-on-supporting-students-to-learn-remotely/

2. Aims

This Remote Education Plan aims to:

• To outline our approach for pupils who will not be attending school, because of government guidance or the closure of a class bubble.
• To outline our expectations to staff.
• Ensure consistency in the approach to remote learning for all pupils (Inc. SEND) who aren’t in school through use of quality online and offline resources and teaching videos
• Provide clear expectations to members of the school community with regards to delivery high quality interactive remote learning
• Include continuous delivery of the school curriculum, as well as support of health and well-being and parent support
• Consider continued education for staff and parents
• Support effective communication between the school and families and support attendance

3. Who is this plan is applicable to?

See Appendix 1 Protocol For Children Isolating and Partial/Full Closure

• A child is absent because they are awaiting test results and the household is required to self-isolate. The rest of their school bubble are attending school and being taught as normal.
• A child’s whole bubble is not permitted to attend school because they, or another member of their bubble, have tested positive for Covid-19.
• The whole school is closed due to a local lockdown.

4. Year Group Content and Tools to Deliver This Remote Education Plan

• Year Group curriculum maps are included in appendix 3 with links to online learning.
• Each year group will post the weekly remote learning on their Year Group community page on dB Primary.
• The content will be as in the table below

	YR	Y1	Y2
Reading	Daily Reading	Daily Reading	Daily Reading
Phonics	Weekly sounds	Weekly Sounds	Weekly sounds
Sight Words	Weekly sight words	100 HFW	200 HFW/Year 2 CEW
Handwriting	Weekly focus	Weekly focus	Weekly focus
Spelling			Weekly Spelling List
English		Talk for Writing text	Talk for writing text
Mathematics	Weekly Maths lesson focus Opportunities to practise current learning	Weekly Maths lesson focus   Opportunities to practise current learning	Weekly Maths lesson focus Opportunities to practise current learning
Foundation Subject		Weekly Topic focus	Weekly Topic Focus
Physical	Weekly focus	Weekly  focus	Weekly focus

 

 

 

 

 

 

 

 

 

Resources to deliver this Remote Education Plan include:

• Online tools: dB Primary, Numbots, Purple Mash
• Phone calls home
• Teachers emailing pupils using dB Primary
• Printed learning packs where necessary
• Physical materials such as story books and writing tools where necessary
• Use of BBC Bitesize, Oak Academy, Oxford Owl, Phonics Play, Ruth Miskin, YouTube for  Read Write Inc. Phonics, White Rose Maths

5. Home and School Partnership

West Leigh Infant School is committed to working in close partnership with families and recognises each family is unique and because of this remote learning will look different for different families in order to suit their individual needs.

Communication is essential and we would ask that if there are circumstances that mean a child cannot engage at least partially with the remote education that their parent speaks to the school. We can then work together to find a means of providing remote education that works for that family’s circumstances.

West Leigh Infant School will provide a guide to support parents on how to use dB Primary.

Where possible, it is beneficial for young people to maintain a regular and familiar routine. West Leigh Infant School would recommend that each ‘school day’ maintains structure

We would encourage parents to support their children’s work, including finding an appropriate place to work and, to the best of their ability, support pupils with work encouraging them to work with good levels of concentration.

Every effort will be made by staff to ensure that work is set promptly. Should accessing work be an issue, parents should contact school promptly and alternative solutions may be available. These will be discussed on case-to-case basis.

6. Roles and responsibilities

Teachers

• Teachers to plan lessons that link directly to the curriculum focus for that year group and will provide resources to support tasks for home learners. Lessons will be posted weekly on dB Primary Year Group Community.
• Teachers will make sure all children and parents have access to logins by recording them in the child’s reading record book.
• Keeping in touch with pupils who aren’t in school and their parents. See appendix 2 for the Code of Conduct for teachers telephoning parents.

Teachers Self-Isolating

• If a teacher is self-isolating, when providing remote learning, teachers must be available between 8.30 and 3.30 pm
• If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.
• If unwell themselves teachers will be covered by another member of staff for sharing activities. Communication and planning during this time will not be undertaken until the teacher is fit to work.
• If there is a concern around the level of engagement of a pupil/s then contact SMT so parents are contacted via phone to access whether school intervention can assist engagement.
• Any complaints or concerns shared by parents or pupils should be reported to a member of SMT– for any safeguarding concerns, refer immediately to the DSL

Teaching Assistants Self-Isolating

• Teaching assistants must be available between 8.30am and 3.30pm
• If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.
• During the school day, teaching assistant must complete tasks as directed by a member of the SLT or Year Group Leader.

Senior Leaders

Alongside any teaching responsibilities, senior leaders are responsible for:

• Co-ordinating the remote learning approach across the school including daily monitoring of engagement.
• Monitoring the effectiveness of remote learning – explain how they’ll do this, such as through regular meetings with teachers and subject leaders, reviewing work set or reaching out for feedback from pupils and parents
• Monitoring the security of remote learning systems, including data protection and safeguarding considerations

Designated Safeguarding Lead

• The DSL is responsible for managing and dealing with all safeguarding concerns. For further information, please see the Safeguarding and Child Protection Policy.

IT Assistant

• Fixing issues with systems used to set and collect work
• Helping staff with any technical issues they’re experiencing
• Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer
• Assisting pupils and parents with accessing the internet or devices

The SENCO

• Ensuring that pupils with EHC plans continue to have their needs met while learning remotely, and liaising with the Head Teacher and other organisations to make any alternate arrangements for pupils with EHC plans and IHPs
• Identifying the level of support.
• Communicate with parents.

The School Business Manager

• Ensuring value for money when arranging the procurement of equipment or technology.
• Ensuring that the school has adequate insurance to cover all remote working arrangements.

Families (Pupils and parents/carers)

Staff can expect pupils learning remotely to:

•        Complete work to the deadline set by teachers

•        Seek help if they need it, from teachers

•        Alert teachers if they’re not able to complete work

Staff can expect parents with children learning remotely to:

• To support their children’s work, by viewing work set together and then making appropriate plans to complete the work.
• To inform the school if they are unable to access the online learning
• Make the school aware if their child is sick or otherwise can’t complete work
• Seek help from the school if they need it
• Be respectful when making any complaints or concerns known to staff

Governing Board

The governing board is responsible for:

• Monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible
• Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding reasons

Appendix 1

 Protocol For Children Isolating and Partial/Full Closure

Scenario	Provision	Action
Child is unwell, not symptomatic of COVID 19	No remote learning assigned	Normal attendance procedures
Child/family quarantined due to travel	Remote learning provided	Welfare officer informs class teacher and SMT
Child sent home displaying symptoms of COVID 19 Pending Test Results	Remote learning provided although, no expectation to complete if child is unwell	Site Staff thoroughly clean classroom Welfare officer informs class teacher and SMT Welfare to monitor attendance and maintain daily contact with family, wellbeing check
Child’s COVID test negative	No more remote learning assigned Child returns to school when appropriate, well	Welfare officer to monitor, advise class teacher and SMT of return
Child/household develops symptoms	Remote learning assigned and sent home by class teacher (although no expectation to complete if child is unwell) Remote learning continues to be assigned/sent home at the end of each Friday by class teacher	Day 1 Welfare Officer gathers the following info: Who has symptoms? What are symptoms (consistent with guidelines)? When did symptoms first appear? Has a test been booked? Will it be within the 5 days of symptoms appearing? Do they understand the household needs to isolate until the outcome of the test? If negative isolation can stop and the child can return to school (if well). If positive, household should isolate for 14 days from 1st day of symptoms and child for 10 days.   Welfare Officer to inform class teacher and SMT SMT/Welfare to maintain well-being checks.
Child’s test positive or advised to quarantine/isolate for 14 days or testing results return
Class bubble closure	Remote learning assigned/sent home for all pupils Teaching staff to plan ahead for remote learning Teaching staff to increase support/resources e.g. video recorded lessons by staff, story reading	If class bubble closes, adults to complete contact questionnaire (see below) Safeguarding  procedures in place Teachers to chase non engagement of learning after 5 days Teachers to refer non engagement of learning to SMT after 7 days SMT to contact families weekly for a well-being check
School closure due to lockdown	Increased opportunities for children to receive feedback weekly. If closures exceed 14 days, provision increased further, e.g. assemblies, weekly hello posts	Year group/school closure, teachers will teach their own vulnerable and key worker children Day 1 School PING sent to whole year group, school informing of increased provision - HT/DHT Pastoral /safeguarding procedures in place Ongoing Teachers to chase non engagement of learning after 5 days Teachers refer non engagement of learning to SMT Continue weekly staff meetings Continue weekly year group planning meetings