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?
The approach we take depends on the Key Stage affected and the staffing availability. Teaching staff will set work on either Tapestry, Seesaw or Google Classroom for pupils to work through and complete at home. All work set will follow to the curriculum content they would have been covering at school, minor adaptations may be made with regards resources that can be available at home.
Chromebooks are available to be loaned from Atlantic Academy where the provision is not available at home.
All year groups will following their normal timetable as communicated with parents via the SIMs parent app.
Teaching across all year groups will include: A live meet and greet from a teacher tutor varying in frequency depending on the age group (daily from Key Stage 2). Some lessons will be shared as a pre recorded lesson, some will take the form of a love lesson, some will be shared through google slides – often enhanced with short videos to model new ideas and concepts. A range of tasks will be complete on a variety of platforms ranging from hand written activities to Google forms.
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.
We will adapt the learning for all to ensure those learning at home can access each activity, for example use art resources that can be found at home or provide alternative PE activities where necessary.
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:
| Key Stage 1 | Pupils in Year 1 and 2 should be working for 3 hours per day. |
| Key Stage 2 | Pupils in Year 3 to 6 should be working for 4 hours per day. |
| Key Stage 3 and 4 | Pupils in Year 7 to 11 should be working for 5 hours per day. |
Accessing remote education
How will my child access any online remote education you are providing?
| Year | Remote learning platform |
| Reception | Tapestry |
| Key Stage 1 | Seesaw |
| Key Stage 2, 3 and 4 | Google Classroom |
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.
At Atlantic Academy we will loan out Chromebooks to any families who do not have access to IT provision at home. To request an Atlantic Academy Chromebook please contact the school through our contact pages.
In addition, if families require support with broadband connection support is also available through 4G routers. Further information can be provided through our contact pages.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- live teaching or interventions through google hangouts
- pre recorded teaching through staff videos
- textbooks and reading books pupils have at home
- Online resources such as Seneca, Mathletics, TT Rockstars, Lexia
Please see our remote learning strategy for further information
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?
Most students attend a live tutor time session at the start of each day, this supports with getting into good habits and getting students up and ready for their day of learning.
Class teachers engage with students regularly by providing feedback, uploading some new resources, replying to student questions or comments, live lessons or even just sending a hello message.
Those students who do not regularly engage with learning and live tutor time will receive contact home to identify any barriers to learning.
Parents should contact the Academy for support as needed. This includes asking for advice as to how to support their child with schoolwork and also technical support as needed.
It is expected that parents will support learning where possible by ensuring their child has access to the learning each day and support this learning as appropriate.
We have clear expectations for online participation and parents and pupils are asked to sign the ‘Acceptable Use Agreement’.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
All students will be expected to engage in a daily tutor session. From Key Stage 2 onwards this will be through a daily live Google Hangout,
All our remote platforms share the ability to monitor engagement and see if work has been accessed and completed. If any pupil is not uploading work, this will be followed up through our pastoral team to ensure any barriers to learning are removed and suitable support is in place
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:
Assessment in lessons will take many shapes depending on the type of lesson delivered.
Summative assessment tasks will be delivered frequently in line with the planned curriculum followed at Atlantic Academy. Teachers will use a range of assessment tasks and teacher assessment to measure attainment and progress of students.
Feedback is provided where necessary on either individual work or as a whole class feedback to ensure next steps are addressed and provided.
Work is set to ensure students of all abilities can work through their assigned tasks. Both extension and scaffolded tasks are available where applicable to ensure there is an opportunity for pupils to work to their full potential.
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, including 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 challenges this may place on families, and we will work with parents and carers to support those students in the following ways:
- Take a student-centred approach – we will look at each student’s individual profile and consider what this means for remote learning in the context of their subject and the curriculum they’re covering.
- Talk to the family, and the student themselves if appropriate, about the set-up they have at home and what kind of family support would be available if necessary.
- Information is shared with family support workers (and other external agencies) as appropriate to ensure a consistent and united approach.
- Support will be provided through scaffolded work, small group interventions and in school teaching where applicable.
- Phone calls home to secondary students with an EHCP are made weekly by our Senior SEN Officer.
- Class teachers in primary make regular telephone contact to children with SEND.
Our aim is to replicate school support as much as possible in the home environment.
Personalised timetables:
- These timetables are produced by class teachers and in conjunction with parents and (some older) students and follow the recommended now/next approach with short bursts of learning. The timetables focus on a rewards based structure. Guidance is given by the SENDCo as appropriate.
- Elements of the students year group learning feature as a task(s) and they may also include: daily live tutor group meets; live lessons – drop-ins; and/or small group interventions from teachers and TAs. Online platforms for learning (including Lexia, Spelling Shed, TT Rock Stars, Numbots and Mathletics) may also feature – often as rewards!
- 1:1 Personalised timetables for all primary children (learning at home) with EHCPs are offered to parents.
- 1:1 Personalised timetables for some primary students as SEN support.
Contact with the SENDCos can be accessed through the universal contact form available to parents on the school website or by clicking on the link below.
For further support please contact our SEND team
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?
All work that is being followed in school will be provided on google slides through the remote learning platforms.