Introduction

At St. Mary’s we are committed to providing high-quality remote education when it is not possible, or is contrary to government guidance, for some or all pupils to attend school.

Prioritising Attendance

We believe that attendance is essential for our pupils to get the most out of their school experience, including their attainment, wellbeing, and wider life chances. We do not view remote education as an equal alternative to attendance in school and it will only be considered as a last resort when the alternative would be no education at all. 

Remote Education Offer

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. Work will be uploaded via Microsoft Teams within 24 hours of children being at home following government guidance. A daily overview will detail the lessons to be undertaken each day. 

Following the first few days of remote education, we aim to teach the same curriculum remotely as we do in school as far as is practical and appropriate. However, we will need to make adaptations to some subjects for example PE and music.

Remote teaching and study time each day

Key Stage 1	3 hours work over a 6-hour school day
Key Stage 2	4 hours work over a 6-hour school day

Accessing remote education

Reception and nursery will access learning via Tapestry. 

For Y1 to Y6 work will access learning via Microsoft Teams.

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:

• We may be able to loan devices out to families in need. Please contact the school office in the first instance. 
• We may also be able to offer dongles and SIM cards for internet access.

Teaching remotely

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

• live teaching (online lessons) via Microsoft Teams for most subjects 
• White Rose videos and pre-recorded sessions by teachers
• reading books pupils have at home and are available to collect from school
• web links to educational resources such as BBC Bite Size,  

Engagement and feedback expectations

• Children should join their Microsoft Teams sessions every day.
• Activities planned and assigned should be completely and uploaded. Photos of work can also be uploaded.
• Parents and carers can support children by ensuring they attend all sessions on time and upload their work. Work set by teachers will be designed to be completed independently. 
• A register will be taken at every session to record attendance.
• Children absent from any session will receive an absence call.
• Teachers will give feedback on work submitted and use this to plan for further lessons, addressing misconceptions if and when they arise. 
• Teachers will contact any families if they have any concerns via telephone.

Assessing work and progress

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class and individual verbal feedback is a valid and effective method. This will be provided as follows:

• Work uploaded by 12:30pm will be given feedback by the end of that school day. This may be a written comment, a returned Microsoft form or verbal feedback during live or catch-up sessions. 
• Feedback for work uploaded after 12:30pm will be returned the day after or before the next lesson. 

Additional support for pupils with specific needs

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:

• Children identified as SEND or with an EHCP will receive tailored work if this is appropriate.
• Additional support may come in a variety of methods:
  • Printed work packs
  • 1:1 remote support from teaching staff in school
  • Specialist intervention from other professionals (i.e. SALT or OT).