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Remote Education 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.

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 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.

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

In the first day or two of being sent home from school your child will be able to access the learning from the Google Classroom platform.

There will be a written message from the class teacher about the learning for the day in the child's 'Classroom' stream.  Google slides explaining the learning tasks will be posted in the classroom stream.

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?

We teach the same curriculum remotely as we do in school wherever possible and appropriate.  However, we may need to make some adaptations in some subjects.

For example, PE lessons may be pre-recorded for the remote learners either with our PE teacher or from other providers which meet the curriculum objectives.  Options for different materials may be suggested as an alternative when completing Art/DT lessons so that the objectives can be met at home.

Remote Teaching & Daily Study Time

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:

Key Stage 1: 

(Years 1-2)

   1-3 hours (less for younger children)

Key Stage 2:

(Years 3-6)

   2-4 hours

 Accessing Remote Education

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

Children will access online remote education via Google Classroom, which can be accessed through any device.

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:

Loan of a laptop or tablet    

We have a small number of devices that we are able to loan to families (in priority need).

If you do not have a suitable device/or access to a device, please contact the school on parents@tootingprimary.org.

Parents will need to complete a loan form before taking devices home.

Help with internet access (for example, routers or dongles)

We canvassed parents in a survey regarding additional data, which was then arranged with their network provider.

Parents can otherwise contact the school via parents@tootingprimary.org if they need further information.

Printed materials

If pupils do not have online access, parents/carers can contact the school by calling, 0203 700 0790, or by emailing parents@tootingprimary.org and paper copies can be made available.

Return of completed work

Parents can, if able, take a photograph of the completed work and email to the school via the child’s year group email address year...@tootingprimary.org or the completed work can be returned to school office to be marked.

How will my child be taught remotely?

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

  • Live teaching (online lessons) will take place at least 3 -4 times per day week beginning 22nd February 2021 via Google Classroom.  Subjects will include English, Maths, and Topic - including Science, Phonics (Reception & Years 1-2), and PE.
  • Pre-recorded teaching (e.g. video/audio recordings made by teachers, including PE, Oak National Academy lessons where appropriate).
  • Printed paper packs produced by teachers/education providers (e.g. workbooks, worksheets).
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences such as Education City, BBC Bitesize.
  • Long-term cross curricular project work and/or internet research activities in line with activities/events in school.

Expectations for Engagement & Feedback

Expectations of Pupils

  • We expect pupils to be appropriately dressed and ready for learning each morning as set out in the timetable.
  • Pupils should view the learning set out on the timetable/ Google classroom.
  • We expect pupils to complete the tasks independently and within the agreed timeframes.
  • Children should attend the ‘real time’ learning and pay attention to the teacher delivering the lesson.
  • Maintain focus throughout the session. Take appropriate breaks as per the schedule.
  • Ask for support when needed during the live lesson from the teacher or their parent during the task.
  • Submit work as appropriate

Expectations of Parental Support

  • We expect parents to adhere to and help the children to adhere to the timetables set by school, and that children ‘attend’ lessons promptly.
  • Help to set routines for the day.
  • Ensure children are ready for the day, having had breakfast and dressed appropriately for learning.
  • Ensure children take appropriate breaks and eat appropriate meals
  • Help to organise sharing of the devices where needed.
  • Ensure that children have the appropriate resources needed for the learning - (particularly Reception/Year 1).
  • Encourage children to be independent in their completion of tasks.

How will TPS check whether my child is engaging with their work and how will I be informed if there are concerns?

Teachers review the register and work pupils are submitting throughout the day onto Google Classroom.

Where pupils are not engaging with learning and/or tasks are not submitted, a phone call will be made or an email sent to parents  with a standard message about the missing work on a Wednesday.  This will be followed up by a phone call from the leadership team on a Friday.  Pupils will be offered support where needed by the class teacher or teaching assistant via Google meet or Mote recording.

How will TPS 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:

Daily verbal feedback (using Mote recordings), written comments - what is working well and what could be even better if ... (next steps) where appropriate.

It may include quizzes and verbal assessing and feedback during live teaching.

Work submitted to Google Classroom will be marked using our school assessment for learning marking scheme: pink denotes 'tickled pink' and elements well achieved; green denotes 'green for growth' and elements for development; verbal feedback and quizzes.

Additional Support for Pupils with Particular Needs

How will TPS 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:

  • How we work with families to deliver remote education for pupils with SEND

Pupils are provided with differentiated work.  Where pupils cannot access the learning at home they attend school or paper copies of the work are provided.  Some sessions may be delivered by ‘Google meet’ with a TA or class teacher.

  • How we work with families to deliver remote education for younger pupils, for example those in Reception and Year 1.

Reception and Year 1 pupils are given tasks appropriate to their age through the same methods as the rest of the school. We ensure that the tasks are matched to the pupil's age and stage in the curriculum.

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?

Pupils who are self-isolating will still be able to receive the same learning tasks as their peers in school, adapted where needed to make it accessible.  This will be via Google Classroom, where presentation slides can be viewed by the pupil as well as the tasks set in school being shared on the platform.