Remote Learning Provision

Chester Blue Coat CE Primary School Remote Education Provision

This information indicates the expectation of remote education if local restrictions require entire cohorts (bubbles) to remain at home and in the event of whole school closure.

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.

  1. What should my child expect from immediate remote education in the first day or two of pupils being sent home?

In the first instance staff will prepare work for individual, groups or the class once we are aware pupils will be at home. Staff ensure there is access to online portal and materials that the children will be signposted to in the following days. Staff will also provide other resources that may include workbooks, textbooks, stationery and reading books. Where possible, school ensure there is a device for the child(ren) to access their online learning at home. School will work alongside parents in exploring the possibility that they may be eligible for additional data or a 4G router.

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?

The curriculum offer for remote learning is closely linked to what it would be if children were in school. Some aspects of the curriculum will not be appropriate for remote learning and will be adapted as is appropriate. Curriculum content will reflect the planned, sequenced, broad and balanced curriculum taught in school, continuing to build on learning sequentially so that learning is mastered and a firm foundation for future learning. Priority will be given to the core subjects of English and Maths, with key focus on the following areas: Mental Health and Well-Being, Physical Activity, Art and Design and Science with the broad and balanced curriculum being continuing to be delivered (Historical and Geographical learning, Languages, Music and Religious Education).

Teaching will be supported by clear explanations and high-quality resources. Activities will be engaging, interactive and support the children in being reflective on their learning. Teaching may include scaffolded practice with opportunities to apply new learning. Staff will provide timely and frequent feedback and use assessment to monitor progress, celebrate learning and respond to pupils needs and common misconceptions - this will occur through dedicated, home-learning emails. Staff may arrange class or group live sessions to help pupils reflect on their learning.

  1. Remote teaching and study time each day

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:

  • EYFS, Y1 Y2– 3 hours per day on average across the cohort, with less for younger children
  • Y3-6 – 4 hours per day


Staff will provide a daily overview with flexibility to access when appropriate for families. Daily, staff will give an explanation via Live Video instructions for the expectations of the day – this will occur at staggered times, early in the morning. Parents and carers should break up the day with work, and snack breaks and include some form of exercise.  Parents should also pay attention to the amount of screen time children are accessing through the day and look for alternative activities outside schoolwork if a particular day involves significant screen time.

Accessing remote education

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

All of our classes will access learning through a combination of online work, printed resources, workbooks, textbooks and other books. The medium for the work will be decided by staff based on accessibility and what is best for that activity. All children will have access to School Spider for the majority of their instructions.

  1. 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 possible, school will provide a device for the child(ren) to access their online learning at home.
  • School will support parents in exploring the possibility that they may be eligible for additional data or a 4G router.
  • School will provide packs to be collected or delivered if families are self-isolating, or who would prefer this system.
  • If work cannot be submitted electronically through the chosen online portal, it can be dropped off at school when parents are collecting new packs, or collected from families who are self-isolating. Work will be left to quarantine before being handled by staff.
  1. How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

  • Live sessions/recorded (online sessions) as a whole class or in groups
  1. To begin the day, with clear instructions on how to access the learning.
  2. For some teaching.
  3. To reflect on work in providing feedback, intervention activities and addressing common misconceptions.
  4. To provide opportunities to explain routines and expectations.
  5. To support social engagement and maintaining friendships.
  • Printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • Textbooks and reading books pupils have at home
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences

Every day begins with registration / welcome via video link – teachers will welcome the children and explain their learning for the day. The day is structured as follows:

Lesson 1:

Mathematical Learning –

Children in R-6:

This could be:

  • White Rose Premium video lesson.  Worksheet to go alongside this – children to record answer on worksheet where possible or on provided squared paper. 
  • Oak Academy video lesson.  Activities to go alongside the lesson – children to record on squared paper.
  • MyMaths (Y1-Y6) – online lessons and associated worksheets and online activities.
  • Recorded video input by teacher – this may be a PowerPoint video overlay, using Loom for an on-screen demonstration of learning or a general video recording of instruction

Children in Reception to be directed to specific activity with guidance and child initiated response.

English Learning –

Lesson 2:

  • R – Y3 – Daily Phonics lesson – recorded by teacher and video uploaded or sourced from another.
  • All year groups – Reading Activity via Bug Club

Lesson 3:

  • All year groups –English Lesson, linked to current book/learning.  This could be:
  • Recorded video input by teacher – this may be a PowerPoint video overlay, using Loom for an on-screen demonstration of learning or a general video recording of instruction
  • Oak Academy video lesson. Activities to go alongside the lesson.

Lesson 4:

Topic / Other Learning

All year groups – one other activity based around the current theme for the term.  This could be Art and Design, Computing (understanding of the World), Geography.  Learning to be facilitated as before through modelled video, PPT and other means, uploaded to children’s School Spider logins.

In addition, there is a live, Collective Worship on two occasions during the week.  Monday at 2.30pm will be a Worship to reflect on the whole school theme for the half term. In this, there is an opportunity to reflect on key messages and themes, together as a whole school.  Friday at 2.30pm, the whole school comes together for a Reflection Worship, where we look at and celebrate examples of work from those learning at home and those learning in school.  Both Worship sessions are led by the Headteacher.

Engagement and feedback

  1. What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
  • The expectation is for pupils to engage with remote education on a daily basis. We are aware that due to restrictions on access, support from an adult and illness that this may not be possible at the same time of the day. Staff will monitor engagement and make contact with parents to establish why pupils have not been engaging. Parents and carers should contact the class teacher via home learning emails if there are issues around accessing the learning.
  • We are aware of the varying capacity of parental support given parents and carers may be working from home trying to support multiple children. Parents have the flexibility to access learning whenever possible through not relying too much on live sessions. Parents may wish to establish a routine to support their child(ren) including regular breaks. Some children, especially younger ones may find concentrating for substantial lengths of time difficult. Parents and carers should chunk work and sense when their child(ren) need a break or an alternative activity.
  • Staff will be available to respond to emails to support engagement throughout the school day.  This will be through focused support and clear guidance and feedback on the work that has been submitted.
  1. How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
  • Staff will check pupils’ engagement with remote education on a daily basis and contact families if there are concerns. Staff will also provide positive feedback on remote learning.
  • Where engagement is a concern, as soon as is possible, staff will email or telephone parents or carers to discuss the matter and how we can support the child(ren) and their family(ies).
  1. How will you assess my child’s work and progress?

Marking and feedback can take many forms and may not always mean extensive written comments for individual children.

The methods we will use to assess and feedback on pupils’ work will vary based on the age of the children, the context of the work and activity completed. Staff may use;

  • whole-class or group feedback through a recorded video, live session or written/typed comments.
  • quizzes that are marked automatically via digital platforms
  • individual feedback via dedicated home learning emails.
  1. 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 and carers to support those pupils in the following ways:

  • Staff will communicate directly with families and children where appropriate to support the remote learning for children with SEND. The approach will be adapted to meet the needs of the child and their context.  1:1 live sessions, delivered by teaching assistants, will occur during the week.
  • For younger pupils, in Reception and Year 1, learning will be a combination of activities that suit the age and development of the child. A focus on phonics, early reading and writing, number, shape and space will be supplemented with activities to develop the wider curriculum activities will be developed to suit the ability to concentrate.
  1. 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 will likely 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?

Individual Absence

In the first instance, where individual children are unwell due to COVID-19 symptoms, children will be directed to discrete, online materials, should they feel well enough to complete them.  Examples of this are:

Maths: Prodigy, Times Tables Rockstars, MyMaths, White Rose Maths, Oak Academy

English (Reading): Bug Club, Oxford Owl, Oak Academy

English (Writing): Pobble 365, Literacy Shed, Oak Academy

If the child is directed to be at home for a longer period, to self-isolate, learning is to be set for that two-week period.  In this instance, a learning pack is to be provided with the following:

  • Maths: Two weeks of White Rose Maths or Oak Academy units, either discrete unit (such as problem solving or a specific theme) or linked to current learning. 
  • English (Reading): Reading VIPERS units of work or Bug Club access.  Oak Academy lessons can be used.
  • English (Writing): Short unit of writing with guidance for development and associated resources. Phonics re-learning of practice and reinforcing learning.  Again, utilize Oak Academy lesson where appropriate.
  • Science: Dependent on age.  Younger children, simple activities based on prior learning to reinforce.  Older children, written investigations on known themes, learning about scientists.
  • Topic / Theme: Generic project-based learning around the current topic/theme.

All resources are emailable or placed on the School Spider portal.  This may be done daily or weekly. Staff will maintain contact with the family during this time. 

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