MALMESBURY SCHOOL REMOTE LEARNING STATEMENT OF PROVISION

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.

It is important to note that further adaptations since the start of term have been put in place to support the wellbeing of staff and students based on recent feedback from parents, carers and students from the Remote Learning Survey sent out in January 2021.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

THE REMOTE CURRICULUM

HOW LONG CAN I EXPECT WORK SET BY THE SCHOOL TO TAKE MY CHILD EACH DAY?

Students will follow their normal timetable in order to access their full curriculum in line with what their lessons would have been if they were in school. Our curriculum will remain broad and balanced, however it is accessed.

Will my child cover the same curriculum as if they were in school?

We aim to teach the same curriculum remotely as we do in school wherever possible and appropriate. However, subjects teams will make some adaptations. For example, schemes of learning may be taught in a slightly different order to take into account the types of skills and knowledge being covered remotely, and the limited equipment and facilities available to students at home.

What safeguarding measures to you have in place?

All lessons are recorded for safeguarding purposes and students are informed of this. Students in Key Stage 3 and 4 are muted to avoid off task conversation that may disrupt learning.

Any concerns about inappropriate use of the ‘chat’ function is raised by the teacher and the student will receive a warning, then be blocked from the ‘chat’ function and ultimately be removed from the lesson with contact home made as a follow up.

How will you look after the wellbeing of my child given that all teaching is online?

All lessons will start at their timetabled start time, but finish 10 minutes before the end. This avoids students having lessons flow straight from one to another without any gap. Making the end time explicitly 10 minutes early allows students (and staff) to have a slight break between lessons (toilet, drink, get away from the screen, get resources ready). We realise that this means less lesson time but feel it is important, and lesson plans can be adapted to allow this to happen.

Teachers will consider wherever practical what learning can be done away from the screen, and take advantage of these opportunities to provide a break. We realise this can be difficult and some subjects may find this easier than others.

ACCESSING REMOTE EDUCATION

HOW WILL MY CHILD ACCESS ANY ONLINE REMOTE EDUCATION YOU ARE PROVIDING?

We will be using the Microsoft TEAMs platform on Office 365 for students to access scheduled lessons (‘meetings’) and be set and return work via the ‘assignment’ function.

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:

  • The school will lend laptops or tablets to pupils.
  • The school will lend devices that enable an internet connection (for example, routers or dongles)

If you are in need of a device to support home learning please contact mailin@malmesbury.wilts.sch.uk

If IT access is an issue the school also provides places to students in our on-site provision.

HOW WILL MY CHILD BE TAUGHT REMOTELY?

1) Teachers are expected to deliver 30 minutes of synchronous (in real time) learning for a ‘live’ lesson. A minimum of 50% of lessons will provide a “synchronous learning opportunity”.

2) During live lessons, the teacher is not expected to be available for the entirety. They may be available to present using a live video, and/or be available on the chat function for part of the lesson to support students with questions. Teachers will make it explicitly clear to students at what times they are available.

3) Lesson resources, instructions and set assignments will be simple and clear for students to follow. Consideration will be given to how many attachments are required and explain clearly what students need to do with them. Assignments will clearly state the teacher, subject and topic to help students plan their work.

4) When planning lessons, teachers will take into account “admin time” for students to upload work in to TEAMs and allowing lesson time for “finishing off” tasks.

5) Some examples of remote teaching approaches include:

  • live teaching (online lessons)
  • recorded teaching (video/audio recordings made by teachers)
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • long-term project work and/or internet research activities where appropriate

6) Whilst lessons continue, there may be some necessary adjustments made to existing curriculum in more practical subjects, such as PE, Art, Technology and Music. We thank you for your support and patience with this.

ENGAGEMENT AND FEEDBACK

WHAT ARE YOUR EXPECTATIONS FOR MY CHILD’S ENGAGEMENT AND THE SUPPORT THAT WE AS PARENTS AND CARERS SHOULD PROVIDE AT HOME?

It is expected that all students attend all lessons and have to hand basic equipment including paper, a ruler, pencil and pen as a minimum.

How much homework will my child receive each week?

At Key Stage 3 no additional homework tasks will be set. Although we normally do expect work to be completed outside of school hours, it is much harder when students are completing work in front of a screen all day – wellbeing is a key priority.

At Key Stage 4 and 5, homework tasks may be set where appropriate but teachers will consider workload, and label homework tasks clearly in TEAMs to differentiate it from classwork.

HOW WILL YOU CHECK WHETHER MY CHILD IS ENGAGING WITH THEIR WORK AND HOW WILL I BE INFORMED IF THERE ARE CONCERNS?

Attendance concerns will be raised by our attendance officer with contact home. Teachers are closely tracking engagement in lessons and a member of staff will contact home if there are concerns about a lack of engagement across one or more subjects. If engagement continues to be a concern a place in our on-site provision will be offered.

Students will receive praise and rewards for excellent work and engagement such as House Points, phone calls home and postcards.

HOW WILL YOU ASSESS MY CHILD’S WORK AND PROGRESS?

All students will be provided with a range of immediate feedback through questioning (verbal and via the ‘chat’ function) as well as whole-class feedback. Students may complete online quizzes and forms that self-mark too.

In addition, at Key Stage 4 and 5 teachers will provide written feedback twice a term via TEAMs, email or on key pieces of work called ‘assignments’.

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.

Students with a high level of need have regular contact with the Learning Support faculty on a weekly basis and in many cases will be offered the opportunity to study in school with Teaching Assistants to support them.

Teachers are expected to plan and deliver high quality lessons that take into account student’s specific learning needs wherever practical. For example, limiting text on a PowerPoint, keeping instructions clear and concise and giving additional time to complete a task. Other techniques may include scaffolding work with support structures such as sentence starters and writing frames, and using apps and online software such as ‘Immersive Reader’ to differentiate for students’ different reading ages.

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?

Teachers set work for every lesson in advance on TEAMs so students who are self-isolating need to log in as normal and complete the assignments using the support materials provided. Students can return their work as normal or via email for feedback.