This information is intended to provide clarity and transparency to pupils and parents/carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home. It has been produced on the basis of staff consultation with reference to guidance from the DfE and OFSTED (2021)
In order to ensure that learning is continued, irrespective of lockdown and self-isolation, Montpelier has developed the following plan.
This plan offers high quality and broad remote learning opportunities with a mix of online and offline resources.
Year groups have been kept in class bubbles to minimise the number of pupils being isolated at any one time.
We recognise that younger pupils and those with SEND may not be able to access remote education without adult support and so a range of activities will be offered and the remote learning curriculum will be age appropriate.
This plan will be applied in the following instances:
How will my child access any online remote education you are providing?
Children will remain in contact with the school through Purple Mash and online lessons through Microsoft Teams.
Teachers will set appropriate work in-line with our current curriculum, primarily supplemented by a range of resources such as Oak Academy, White Rose Maths. Power Maths, IXL, Read, Write Inc. And Oxford Owl.
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:
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Power Maths and White Rose resources will be used as they are matched to our current mathematics curriculum model. Children are very used to seeing these resources in class and they are already part of our curriculum policy. Wherever possible pupils will be given their Power Maths Practice Book to use at home.
TT (Times Tables) Rockstars and IXL will all be used to support the acquisition and retention of basic core skills and are already part of our curriculum and home learning routines.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, verbal feedback may be given during live lessons, whole-class feedback or quizzes may be marked automatically via digital platforms or electronic stamps and stickers may be used to indicate to pupils a positive acknowledgment of work or an improvement needed. Written comments will be offered for some completed work and we would encourage pupils to discuss these with parents and use these to make improvements and celebrate success.
In mathematics, the teacher may share the answer sheet on Purple Mash for pupils or their parent to mark their work (in class this is done through peer assessment.) Pupils maybe asked to share their results via Purple Mash or write a self-reflection of how they find the tasks so that the teacher is able to amend each lesson accordingly. End of unit Power Maths assessments may be used and pupils asked to upload their assessments for teachers to review.
In English, pupils will be asked to upload samples of writing for the teacher to assess and assessment information will be used when planning future lessons. Handwriting and spelling can also be assessed using these samples. Y1 – Y6 will be asked to complete spelling activities online. It is difficult to assess pupils’ reading remotely, but reading comprehension will be assessed through set activities and guidance will be given to parents about what pupils should be reading and how often.
Year group Blogs will offer pupils the opportunity to communicate with their teacher through blog messages each day. This will be used as a teaching aid as well as a motivational factor and may be used differently for each school phase.
In the event of any form of self-isolation, parents must understand that engagement in home learning is compulsory. To support parents and pupils with remote learning, Montpelier will ensure that their provision is available and accessible to all. However, if children themselves are ill then they should not be expected to engage in home learning. We understand that home learning may present challenges for different learners and different families and encourage those who are experiencing challenges to inform the school so we can put additional support in place.
In preparation for home-learning, parents and children need to receive logins and passwords for the following platforms (likewise teaching staff, parents and pupils need to be familiar with them):
Individual logins required:
No login required:
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.
For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to self-isolating. The requirement for schools to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place. The school aims to work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education alongside their peers. We will endeavour to do the following:
The initial response to any self-isolation will be to notify parents by email and provide parents with an overview of the expectations for home learning and how to access the daily resources provided by the school.
The remote education provided should be equivalent in length to the core teaching pupils would receive in school and will include both recorded or live direct teaching time, and time for pupils to complete tasks and assignments independently.
The amount of remote education provided should be, as a minimum:
There are clear safeguarding protocols in place to ensure pupils are safe during remote education. It is essential to have and communicate clear reporting routes so that children, teachers, parents and carers can raise any safeguarding concerns in relation to remote education.
Online safety is of paramount importance for all our pupils. We ask that parents review the settings on the devices being used by pupils to ensure that they prevent pupils accessing anything that would not be age appropriate. We also advise that children of primary age use devices under the supervision of parents/carers. Please see http://www.imontpelier.com/esafety/ for further information about online safety and refer to the parent and pupil expectations for online teaching that was provided by the school. If you require a copy of this, please contact the school. If parents/carers or pupils are concerned about anything relating to online safety, they should contact the school immediately to raise these concerns and they will be prioritised and addressed.
There are clear rules for behaviour during remote lessons and activities which have been communicated to parents and carers and pupils. Teachers will monitor and enforce these and will contact parents and carers if there are any concerns over pupil’s online behaviour and attitude.
During a school or class closure there are regular opportunities (Team Up) for pupils to catch up with school staff and other pupils, on Teams and on the year group blogs. Teachers and pupils will have the opportunity to share success during these sessions, as well as in some lessons.
The school also plans a weekly whole school assembly, which is posted on the whole school blog. Pupils are encouraged to engage with this and contribute comments or reflections. It may be appropriate, for some pupils, to have 1:1 or small group sessions with a familiar staff member.