Home Learning

This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education at Temple Learning Academy 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.

During a period of national lockdown, all students at TLA will follow the Remote Learning School curriculum until further notice.

For the vast majority of students (approximately 90%) this will take place in their own home as the “classroom” and will be supervised by parents and carers.

For some students (approximately 10%), identified as vulnerable or the children of critical workers who cannot be at home, this will take place in a school-based classroom and will be supervised by consistent staff acting “loco parentis”.

The Remote Learning School curriculum will involve 6 key elements:

  1. Online teaching prepared and posted and monitored and tracked by teachers (through Class Charts and other platforms). This will include marking and feedback.
  2. Reading – which may involve independent reading, structured activities, and/or phonics activities.
  3. Independent learning packs which will be paper-based and delivered to students (and collected and marked when completed) approximately every two weeks to those who require it.
  4. Regular “person to person” contact (e.g. by telephone or distanced home visit) between a key member of staff and the student and/or parent or carer.
  5. Signposts to other online, TV and media content identified as the best additional resources available nationally.
  6. For some students, where possible and appropriate, we will continue to develop “live online lessons” delivered by teachers using safe and secure online platforms.

The remote curriculum: what is taught to pupils 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 pupils being sent home?

Students will be sent home with a paper work pack which includes a range of resources aimed at supporting learning across a number of subjects. This pack will also include equipment required to carry out this learning such as an exercise books and writing equipment. If students are not present to take the work pack home, this will be delivered by their pastoral team on the first day of school closure. Parents and students already have immediate access to their online learning platforms which they use within school on a daily basis such as Sum dog, TT Rockstars, Dr Foster Math’s, Learning Village etc which they can access whilst remote education is being set up in the first few days. If students have forgotten their log ins they can contact their teacher via Class Charts.

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, PE will be adapted to incorporate appropriate home activities and Science lessons will be adapted where needed if practical experiments are not accessible. Programme Leaders and Senior Leaders continue to quality assure and monitor what is being taught as they would if students were in school.

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 (Reception – Year 6) The Government expectation is that KS1 students should have on average three hours work a day and KS2 students have on average four hours work a day.

At Temple Learning Academy staff will provide five hours of learning each day for both KS1 and KS2 students. This will include a range of different online learning such as video inputs, independent tasks, reading and much more.

Targeted pupils may receive additional tutoring and intervention work similar to how they would if they were in school.

Additional agency support may also continue such as speech and language therapy sessions and support from our mental health worker.

When work is set, the teacher will make expectations clear so students know how long they are expected to spend on a specific task and what they are expecting to be submitted.

Secondary school-aged pupils not working towards formal qualifications this year (Year 7 – Year 10) The Government expectation is that Secondary Aged pupils should have on average five hours work a day.

At Temple Learning Academy staff will provide five hours of learning each day. This will include a range of different online learning such as video inputs, independent tasks, reading and much more.

Targeted pupils may receive additional tutoring and intervention work similar to how they would if they were in school.

Additional agency support may also continue such as speech and language therapy sessions and support from our mental health worker.

When work is set, the teacher will make expectations clear so students know how long they are expected to spend on a specific task and what they are expected to submit.

Accessing remote education

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

Students and teachers are expected to have access to the internet whilst at home; the school recognises that many families may not have home printers and will therefore not require the printing of material. If students do not have access to a device or the internet, school will support as appropriate – please see below.

The main platforms Temple Learning Academy will use to deliver continuity of education are:

Class Charts: access to Class Charts is via the relevant app or any browser. All work will be uploaded daily to this platform. Teachers will post here every morning to give student instructions for their online learning that day. All platforms that students are required to access (e.g. Oak Academy videos, link to a particular website, assessment worksheets) will all be uploaded via Class Charts. Students will be required to submit their work on their account so work can be marked and students can receive feedback to improve their learning.

If students have difficulty with logging in, they should contact the school via their Class Charts account. Support with their account can be obtained by contacting the admin office on 0113 2645456 or emailing info@tla.rklt.co.uk

Tapestry: Reception aged pupils will use Tapestry to access their daily learning. Tapestry can be accessed by the relevant app or any browser. This is a secure online learning journal which supports staff and families to celebrate their children’s learning and development.

Microsoft Teams: access to Teams is via the relevant app or any browser. As a school we may trial using Microsoft teams to deliver online check ins.

Targeted differentiated online work platforms: GCSE Pod, Sumdog, TT Rockstars, Learning Village Dr Foster maths etc. All students will have their log on details for these platforms as they are regularly used in school. If you need support with your child’s log on please contact their teacher via Class Charts or email info@tla.rklt.co.uk.

If my child does not have digital or online access at home, how will you support them to access remote education?

Devices and internet access

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 have information in school in relation to families who may not have access to the internet or devices, this information is continually updated through contact with families.

We are able to access a limited number of devices to loan to families to support with remote education. These devices will be allocated using a priority ranking system:

  1. No appropriate devices/dongles at home
  1. Poor quality devices or those shared with more than 3 others

In each instance, those who are Free School Meals and in hardship or otherwise identified as vulnerable to underachievement will be given first priority.

The Red Kite Learning Trust is also generating crowd funding and a donation scheme to get more devices into school. These will all be set up safely and reconfigured by out ICT department before being given to families.

Parents will be contacted weekly regarding welfare of students. This includes a specific question about ease of access to remote learning and devices. Parents can also notify school via the info@tla.rklt.co.uk email. This information will be shared on social media or published on the website.

Paper work packs

Work packs will be delivered every fortnight to every student in school who cannot access online education or who have very limited access. This means that students are not required to print any worksheets, relevant information and their work can still be marked and feedback can be acted on. It also means that students can be provided with equipment such as writing tools.

Where students have completed work in their work packs and on paper rather than online they can use a phone to take a photograph of this and upload it to class charts for their teachers to mark. If this is not possible, the pastoral team can collect their work and return it to school for it to be marked and feedback can be provided.

How will my child be taught remotely?

Tasks will be set in accordance with existing schemes of work, and tasks will be designed to allow students to progress through schemes of work at the same pace as if they were in school, where possible.

Naturally, remote learning will require students and teachers to take a different approach to working through content, but tasks should ensure the pace of content coverage is as close as possible to in-school teaching, and ensure students do not fall behind.

We use a combination of the following approaches to teach pupils remotely and to ensure they are engaged and motivated to learn:

  • Reading and noting new material from a common subject area textbook or electronic resource
  • Working through subject-specific presentations or worksheets provided by the subject area. In most cases these presentations will contain voice notes from the teachers to give clear explanations of new content.
  • Watching a relevant video resource and making notes
  • Completing a listening exercise (e.g. in languages)
  • Written responses to prompt questions, essay plans etc.
  • Completion of practice questions or past papers, particularly for those in examination years
  • Completing online assessments such as quizzes to inform assessment
  • Online tutoring
  • Teletherapy for students who are continuing with their Speech and Language sessions
  • Telephone calls for those having access to the Mental Health Worker

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?

It is the expectation that students will engage with their online learning fully. There is an expectation that parents set clear routines for students and encourage them to complete their online learning.

Each week individuals will be scored on their engagement for each subject. If students are not engaging fully or accessing their learning they will receive further communication from school to offer further support and encouragement.

Students will receive incentives and rewards just as they do in school. These may be postcards home, certificates or prizes.

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

Daily engagement

Daily engagement and presence online will be monitored and tracked by teachers and the pastoral team:

  • If students are not engaging with their work by 10am, teachers will message both parents and students to check in.
  • If no contact has been received by 10.30am a text message will be sent to families.
  • If students have made no engagement with their remote education by 12pm a member of the pastoral team will contact parents or carers via phone.

Weekly engagement

Weekly engagement will be monitored to look at trends over time. This means we can analyse the engagement of different subjects and adjust our approaches as necessary. This also means that we can check if certain subjects are receiving more engagement than others and learn from their techniques and ways of engagement.

Students will be recorded as Red, Amber, Green or Purple for their engagement. This will be recorded and tracked each week and parents will be notified where engagement is a concern.

Red = Students have made no attempt to engage with their remote education or paper work packs. A letter and phone call will be made home to discuss concerns. If students continue to not engage with their learning then a home visit may be organised.

Amber = Students have made some attempts at their remote education but have submitted less than 80% of work. A letter home will be sent and further contact may be made to discuss concerns.

Green = Students are engaging with over 80% of their remote education and the work they have submitted is of high quality. Students will be rewarded with Class Charts points.

Purple = Students are engaging 100% with their remote education and are going above and beyond with their learning and engagement. Students will receive further incentives such as prizes personally delivered home by their pastoral advocate, postcards, certificates etc.

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:

  • When teachers set pupils their daily tasks they will receive feedback on their work – this may be in the form of a voice note or written message.
  • Feedback may include looking at where the student has progressed in that session, how they can improve or details of how to extend their learning further.
  • If pupils are set work packs and they cannot access online learning then these will be marked so teachers have up to date information regarding assessment.
  • Low-stakes tests and quizzes may be done to asses students’ knowledge after a particular sequence of teaching so teachers can analyse the results and plan appropriately for next steps.

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 students, for example 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 pupils in the following ways:

  • Continued support from outside agency work and Wave 3 support such as Speech and Language therapist interactions, Mental Health worker etc.
  • Students may be given additional tutoring to support with their learning and ensure they don’t fall further behind, this may take place 1:1, in small groups or targeted work set through class charts.
  • Additional pastoral support for families who may require additional support to cope with the demands of home learning and change to routine for pupils with SEND.
  • Where pupils have an EHCP they will be offered a place on site to receive face to face education.
  • Providing additional resources to support pupils with identified needs for example if a student struggles to read from a laptop then additional workbooks and reading books may be provided.
  • For younger pupils accessing remote learning may be more difficult. We will be setting work on tapestry for our EYFS children which is age appropriate and easy for students to use from an IPAD or with their parents.
  • For younger pupils’ teachers will ensure they are offering a wide range of activities and teaching to ensure coverage. Their tasks may involve more practical activities rather than a large amount of online learning at a computer such as environment walks and photographs for evidence, providing playdough for finger gym activities etc.
  • Speech and Language therapy from Talking House will continue and the therapist will work with key students and their parents to complete assessments, training and lessons. Teleptherapy will be provided for students currently on the workload of the SALT.
  • Students who currently receive weekly sessions with the Mental Health Practitioner will continue via telephone. The MHP will also receive referrals from children discussed at safeguarding supervision to make contact with them through the week. MHP will record vlogs once a fortnight for students to view.
  • Children with SEND or specific needs will have learning differentiated online or in their paper pack.

Remote education for self-isolating pupils

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

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.

Students who are self-isolating, but are well, will receive a work pack in line with the work they would usually be completing in school. These students will also receive additional work set through class charts in line with what they would be receiving in school that week, however marking and feedback will not be live due to the teacher teaching in school.

Senior Leader with responsibility for the Quality and delivery of remote education, including that provision meets expectations for remote education: Andrea Smith (Deputy Principal for the Quality of Education)