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 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?

This depends on how much notice we are given for any school closure. However, our aim is that home learning materials are made available from the second working day.

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 aim to teach the same curriculum remotely as we do in school wherever possible and appropriate. There is a significant difference between a class being required to self-isolate and an individual child.

For Whole Classes

• Daily phonics videos are provided in reception and year 1.
• Daily reading videos are provided in years 2 to 6
• Daily maths videos are provided in reception to year 6.
• In reception these will be put together by the class teacher.
• In years 1 to 6 these will be from the White Rose maths program which we use in school.
• Daily writing videos are provided in reception to year 6. These are put together by the class teachers.
• Resources for foundation subjects with clear explanations are provided each for:
  • Science – Using White Rose Science
  • Geography or History
  • PSHE – Cambridge Education
  • RE – Using Discover RE
  • Art
  • Music

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, on average, broadly 3 hours a day in Key Stage 1, with less for younger children and 4 hours a day in Key Stage 2.

Accessing remote education

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

Online resources will be delivered through Google Classrooms.

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:

• Laptops / tablets and dongles for internet connection are issued to parents who we are aware have no / limited access to technology and to those parents who contact the school requesting support. Parents can email the school using the admin@campsbourne.haringey.sch.uk account or call the school on 020 8340 2064.
• All devices are delivered to parents homes by school staff.
• Printed materials will be delivered to parents by school staff and completed work collected to be assessed by the class teacher who is in school.

How will my child be taught remotely?

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

• Maths – Recorded teaching using a combination of Oak National Academy lessons and White Rose Maths lessons made by teachers. PDFs which can either be printed or viewed online. Work is recorded in exercise books which are provided where requested.
• Phonics (Rec and Y1) – Video/audio recordings made by teachers.
• Reading – Video/audio recordings made by teachers and PDFs which can either be printed or viewed online. Work is recorded in exercise books which are provided where requested.
• Parents are directed to online texts (Oxford Owl) to read with their children.
• Writing – Video/audio recordings made by teachers and PDFs which can either be printed or viewed online. Work is recorded in exercise books which are provided where requested.
• Foundation Subjects are a combination of video/audio recordings made by teachers, Powerpoint presentations and PDFs which can either be printed or viewed online. Work is recorded in exercise books which are provided where requested.
• Printed paper packs produced by teachers are provided for families who have no access to technology and are not able to take a ‘vulnerable child’ place in school due to limited capacity.

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?

• Children are expected to engage with learning each day. We are very mindful that every family’s situation is different and will work with individual families to support them appropriately according to their circumstances.
• Live zoom meetings take place each day in the afternoon to provide an opportunity for children to interact with each other socially, for the teacher to answer questions the children may have and to help provide support for parents motivating children to complete work set that day.

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

• Teachers check pupils’ engagement with remote education by seeing who is logging into Google Classrooms, who is uploading work and who is attending zoom meetings.
• Where there are concerns teacher will call parents to see how we can support them.

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:

• Teachers will assess learning which is uploaded to Google Classrooms and quizzes during daily zooms.
• Feedback will be provided as often as is practically possible. This will depend on the number of children who qualify for the critical worker / vulnerable children provision and are in school.

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:

• Children with SEND access remote learning via the Google Classrooms where differentiated work is uploaded by the class teacher. They also join in the daily zoom sessions with their peers.
• Where a child is unable to access online learning, paper copies of learning material are delivered to the child’s address weekly.
• Zoom sessions focusing on developing key skills (phonics, spelling, reading, number work) are provided by the child’s 1:1 LSA upon parent/carer’s request.
• Regular communication with the family (via phone call or email) is maintained between the family, LSA, SENCo and the class teacher.

*Children who attend provision access differentiated activities in school with the support of their 1:1 LSA

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?

If an individual child is self-isolating materials used in school will be adapted and uploaded to the Google Classrooms each day. This will always include reading, writing and maths but foundation subjects will vary. Where parents don’t have access to Google Classrooms will be provided or paper packs delivered by staff.