Remote education provision: information for parents
This information is intended to provide clarity and transparency to students 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 students are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to students at home
A student’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 students being sent home?
|All students in KS3 and KS4 have subject booklets for each unit of the curriculum they are currently studying. Lessons are individually numbered in these booklets and students will continue working through the next lesson in their booklet in the next timetabled slot for this lesson. Teachers aim to be able to move to live lessons via Teams immediately, but where there is a delay caused by staff absence, work will be set via Show My Homework, continuing to follow the normal school timetable.|
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 have needed to make some adaptations in some subjects. For example, some aspects of PE, music, science, DT and art that may need resources which students won’t have at home will be adapted to be accessible for all.|
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 students broadly the following number of hours each day:
|Secondary school-aged students not working towards formal qualifications this year.||This will take approximately 5 hours per day.|
|Secondary school-aged students working towards formal qualifications this year.||This will involve approximately 5 hours of remote lesson content per day plus some additional time for self-study.|
Accessing remote education
How will my child access any online remote education you are providing?
|All remote learning will be set on Satchel:One and Microsoft Teams. Students access both of these using their single sign in user names and passwords for their school accounts.|
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 students may not have suitable online access at home. We take the following approaches to support those students to access remote education:
How will my child be taught remotely?
We use a combination of the following approaches to teach students 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?
|Students must remain Ready, Respectful and Safe when online.
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 student work is as follows:
|Teachers will provide feedback opportunities in the majority of lessons, such as: response to queries online, comments on work, whole class feedback, self-marking quizzes or providing answers for students to self-mark their own work. Teachers may also identify for students work that they must submit in order to receive individual feedback on.|
Additional support for students 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 students, 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:
|During periods of remote learning, The Nobel School remains open to children of critical workers, vulnerable students and/or those with an EHCP. Pastoral teams and SEND team are available to support remote learning.Vulnerable students and students that have an EHCP will receive weekly contact to support student wellbeing.
Differentiated work/timetables will be put in place where appropriate to maintain student engagement in education. All students and parents are able to follow normal school procedure and contact teacher and/or form tutor with concerns or if in need of extra support.
EHCP annual reviews will be held either via the phone or an appropriate group call service, which may include video call option such as zoom or Teams. Should the parent prefer, an extension may be applied to the annual review date. The SENDCo will advise how to make these arrangements. Additional or emergency reviews will be available should significant adjustments to an EHCP be required prior to the return to school.
At Nobel we recognise the importance of supporting our students with SEND during periods of remote education by:
Taking a student-centred approach- looking at the individual needs of the child and their home environment.
Replicating school support as much as possible- We send home any physical resources that support the student in school, such as visual timetable strips, ergonomic pens, pencil grips, reading pens and tangles and laptops. All students follow the pattern of the normal school day.
Offering additional support parents of students with SEND – Regular calls home are made to identified students of SEND and students with an EHCP are invited into mini school and have weekly calls.
Delivering universal resources- Subject workbooks are issued to each student which clearly lay out resources for each lesson with key vocabulary, sentence starters and key information.
Remote education for self-isolating students
Where individual students 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 students 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?