Remote education provision at Lakeside Primary: information for parents
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to pupils at home?
A pupil’s first day 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.
What should my child expect from immediate remote education in the first day of pupils being sent home?
Pupils will be directed to the Oak National Academy and asked to complete set tasks.
Pupils who have difficulties accessing technology will be provided with workbooks and paper copies of the work.
Following the first day of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
We will teach the same curriculum remotely as we do in school with the daily focus being placed on:
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:
Primary school-aged pupils - Between 3 and 4 hours per day depending on the pupils’ age, stage of development or special educational needs.
Accessing remote education
How will my child access any online remote education you are providing?
We will be using MS Teams as our main online platform. This will be supplemented by ‘Bug Club’, ‘Purple Mash’, ‘iLearn2’ and ‘Times Tables Rock Stars’.
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:
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?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
How will you assess my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
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:
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?
The provision for a pupil who is self-isolating will be broadly the same as the approaches described above.
However, due to the fact that the normal class teacher is likely to be teaching, the amount of contact that a pupil has with their class teacher or known adult is likely to be less than if the pupil were part of a wider bubble closure.
Feedback and monitoring of progress will be undertaken in the form of regular contact with the pupil and parents of the self-isolating pupil.