Remote Education Provision
Use of remote learning: when will remote learning be put in place?
All students should attend school, in line with our attendance policy. Remote education is not viewed as an equal alternative to attendance in school. We will only provide remote education to all students when directed to do so by central government or on occasions when we decide that it is unsafe to open our school. We will only consider providing remote education for individual students in exceptional circumstances for a limited amount of time when in-person attendance is not possible, contrary to government guidance. This might include occasions when they are able and well enough to work yet:
• have an infectious illness
• are preparing for or recovering from some types of operation
• are recovering from injury and attendance in school may inhibit their recovery
• Their attendance has been affected by a special educational need or disability (SEND) or a mental health issue
The school will consider providing students with remote education on a case-by-case basisand students receiving remote education will be marked absent in line with the PupilRegistration Regulations. In the very limited circumstances when remote learning is used, we will:
• Gain mutual agreement of remote education by the school, parents/carers, students, and if appropriate, a relevant medical professional. If the pupil has an education, healthand care plan (EHCP) or social worker, the local authority (LA) will also be involved in the decision
• Put formal arrangements in place to regularly review it and identify how to reintegrate the pupil back into school
• Identify what other support and flexibilities can be put in place to help reintegrate the pupil back into school at the earliest opportunity
• Set a time limit with an aim that the pupil returns to in-person education with appropriate support
Remote education will not be used as a justification for sending students home due to misbehaviour. This would count as a suspension, even if the pupil is asked to access online education while suspended.
The Curriculum – will it be the same as they would have been taught in school?
The curriculum that a student will follow during a period of remote education is broadly the same as they would have followed within school although practical elements of some subjects such as Computing, PE, Drama, Music, Food and Nutrition and Design and Technology will not be delivered in the same way. In some cases, particularly at short notice, booklets will be given to students containing work from all their subjects.
In the case of government directed whole school remote learning periods, the curriculum may be adjusted by Subject Leaders to prioritise topics and concepts that lend themselves better to remote education.
How much work will be set each day?
Each student should follow their daily timetable as if they were in school and should expect to be set work in all 5 subjects for that day. Students should spend one hour on each of these 5 subjects.
Further to this, a list of online resources can be found on the Teaching & Learning section of the website or by clicking on the following link:
How will the work be set?
During periods of remote learning, work will be set for students by either their subject teacher or the Head of Department using the Satchel One platform known also as Show my Home Work. Students should log in to the platform, click on the timetable link to check their lessons for the day and then click on to the calendar to see the corresponding work set. Satchel One will contain details of what form the work will take and whether it should be submitted to the class teacher. Students should use their timetable as a guide, but we understand that family circumstances may mean that the work is completed in a different order or at a different time. Parents will be able to view what has been set through their own log-ins and the parent app. There are lots of helpful guides on our website to help students and parents with Satchel One which can be accessed by the link below.
Homework - Sunbury Manor School
How will students be taught remotely?
Our provision has been developed in accordance with good practice advice guides from both the Department for Education and Ofsted which make clear that it is the quality of the lesson/structure of the teaching and learning itself that is far more important than the means of delivery. Therefore, remote learning at Sunbury Manor is a blended package that takes a variety of forms.
For individual cases of remote education in exceptional circumstances:
• learning will be supported by teaching through modelling and explanation via the use of voice over PowerPoints or pre-recorded lessons which can be accessed at any time of the day or replayed multiple times if a student is unsure of a concept and needs to seek clarification. These will not necessarily be created for every lesson or for the whole duration of the lesson but wherever students may need something explaining or demonstrating to aid their completion of work.
• Some tasks may be worksheet or textbook based requiring students to work more independently. This will often follow a pre-recorded explanation or live input session
• Learning may take interactive forms such as online quizzes
• Learning may be supplemented by pre-recorded videos, not necessarily by their own teacher, but from online resources such as the Oak National Academy. Students may be directed to other learning platforms such as BBC Bitesize, Sparx Maths, Sparx Reader or Seneca Learning
In the case of periods of whole school remote learning, in addition to the above:
• live sessions may be delivered Via Microsoft Teams whenever difficult concepts are being taught where students would benefit more from live teaching and will be used on a regular basis to maintain learning focused communication between the teacher and their students. Microsoft Teams can be accessed on any online device including Xbox, PS4 and PS5.
• live feedback sessions will be facilitated via Microsoft Teams for students to ask learning focused questions of their teachers about the work they are completing/have completed. These sessions are more likely to be scheduled in examination subjects where students are working on an extended task or project so they can receive guidance at key points.
• In both forms of live provision, students will receive an invitation to join these sessions via email and are expected to adhere to the following protocol:
- All student microphones will be muted unless an individual is asked to speak
- Students will only use the chat function to present learning focused questions to the teacher
- The lesson must not be recorded
- Parents should not participate in the lesson nor communicate via the chat function but should use the usual and appropriate channels of communication to discuss any concerns
What are our expectations for each student’s engagement?
All students are expected to:
• log on to Satchel One at the beginning of each day
• wherever possible, follow their timetable, attend any scheduled live sessions (if applicable) and complete the associated work for each subject to the best of their ability.
• submit work to their teachers when asked to do so
• mark their own work if the answers are provided
However, we understand that all families are facing different circumstances and that there may be occasions where students need to complete their work at a different time or in a different order. If students are unable to submit their work by the expected due date, it is best for them to let their teacher(s) know in advance.
What support could parents and carers provide at home?
We understand that learning remotely at home can be challenging for many students and that many parents may be trying to work from home themselves. Each family’s circumstances are different and we understand that not all advice and tips can be followed by all. Nevertheless, below are some suggestions on how students can be best supported at home:
• Organising or clearing a defined space to work at home that is different from a place of relaxation is very important so that students are able to separate the feeling of work from home. In limited circumstances, this might mean simply sitting at a different place at the table from where they would normally sit to eat. Wherever the space is, it should be somewhere they are comfortable to work
• Keeping learning to set times each day will really help young people establish a sense of routine
• Making sure that students have all the equipment they need at the beginning of each session helps eliminate any distractions or avoidance tactics and reduces the need to walk away from the work space
• It is a good idea to make sure that, when working, all other technical devices are not at hand so that their sole attention is on the device they are using and the work in hand
• We’ve all had that experience of not being able to do something then, after having had a small break, finding the solution immediately when we return to it! This is why building in small regular breaks between lessons/subjects is important and if a student becomes stuck on a task or is becoming frustrated by it, it might be a better idea to encourage them to move on to a different subject and come back to it at a later point in the day.
• Building in small rewards is also a good way of keeping young people motivated. This doesn’t have to be anything of material value but could be something as simple as letting them listen to 3 of their favourite songs after completing a piece of work, playing football for 20 minutes in the garden after sitting for a long period of time or gaming for an hour because they attempted all tasks for the day.
• Stay positive when speaking to them. Working from home and motivating ourselves is a challenge for all so try talking to them about their work in a positive way. For instance, saying “You can have an hour on the Xbox when you’ve finished these last two pieces of work” is much more positive than saying “You’re not going on the Xbox until you’ve finished all your lessons”. In a similar way, asking them what they learnt today rather than asking them if they did all their work today is more positive and encouraging. Asking them to show you a piece of work that they thought they did really well and enjoyed is also helpful in keeping conversations about school work positive.
How will the school check whether students are engaging with their work and how will parents be informed if there are concerns?
Teachers will use the insight functions within Satchel One each lesson to see whether individual students have not only viewed the lesson but also accessed the resources. In addition, teachers will keep a record of which students attended live input and or live feedback sessions. If this information suggests there is a clear lack of engagement, the individual subject teacher will contact your child either via email or through the chat function on Satchel One. If there is no change following this contact, the teacher will pass on their concerns to the student’s tutor. If this is the only concern, the subject teacher will contact parents to make them aware of the situation. If the tutor receives multiple concerns, they will call parents to discuss this and will most likely also ask to speak to the student.
Even if there are no concerns, during any prolonged period of remote education directed by central government, each student’s tutor will make a wellbeing call to the students and parentevery 2 weeks to maintain contact between school and home.
How will work and progress be assessed?
Whilst work completed remotely cannot be marked in the usual way, regular feedback will be provided. Feedback can take many forms and may not always mean extensive written comments for individual children.
Within the lessons set via Satchel One, teachers will indicate which pieces are to be submitted to the teacher and whether feedback will be provided
Feedback may take the form of:
• whole-class feedback where the teacher provides general overall comments to the class about work submitted or provides answers to problems that had been explored in the previous lesson
• quizzes marked automatically via digital platforms – as well as being engaging, the teacher may use online quizzes at the end of a sequence of learning to assess the progress an individual is making. The teacher is then able to look at an individual’s scores and guide them to particular areas or steps that may need revisiting or consolidating
• Individual feedback where students receive comments from their teacher regarding a specific piece of work
• Live feedback sessions where the teacher is available to respond to any questions raised with students via the chat function or to guide students in the next steps they need to take with an extended piece of work or project
• Posted comments to individual students via the messaging facility within Satchel One
Where students are working really well, putting in maximum effort or have produced something really impressive, we will let them and parents know by issuing them with commendation certificates.
How will you work with students who need additional support from adults at home to access remote education?
We recognise that some pupils, for example some students 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 students in the following ways:
• through invitation by the SENCO or Inclusion Team, during any period of remote education directed by central government, to work within school under the supervision of teaching and learning support staff in accordance with key worker provision
• through regular telephone contact between Learning Support staff, parents and students to monitor the home learning situation and provide differentiated or further resources wherever necessary
• for Learning Support staff to update teaching staff of the outcome of any monitoring calls so that the provision can be adapted or tailored to suit the needs of particular students
Who should parents contact to discuss concerns regarding remote learning?
If the query relates to a particular subject, the subject teacher or subject leader should be contacted in the first instance. For wider, more general concerns, Mr Smith, Assistant Headteacher and Ms Tweed, Deputy Headteacher should be contacted.