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Most students are now learning from home.

Remote Education Provision

Information for Parents

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?

For every subject your child studies, there is a virtual Google Classroom (GC) providing immediate access to the planned curriculum. You can access the GC code directory here for any classrooms your child has not yet joined. 

If your child is isolating and the school is open, they will be able to follow the timings of their usual timetable and access the lesson at the same time as their peers in school from the moment they are asked to isolate.

For periods where school is closed for most students, an adapted remote curriculum will be shared with students and parents. You can access the current adapted remote curriculum here (January 2021).


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?

The content your child will study remotely, is identical to the content they would be studying if they were in the classroom. 

If your child is isolating and the school is open to all students, the lessons that are available on Google Classroom (GC) are the actual lessons the teacher is delivering within the classroom. We are committed to ensuring that equitable learning experiences are had by all, no matter where the student is learning. This approach allows for a smooth transition back into the classroom after the period of isolation, providing  your child has engaged with the full curriculum whilst away from the classroom.

For periods where school is closed for most students (Jan 2021)- The pre-recorded lessons that are available on GC follow the curriculum exactly. The order of lessons may change to ensure that any content that may prove challenging to learn whilst away from the classroom, is addressed when schools are open once more.


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 3  – 5 Hours

Key Stage 4  – 5 Hours

Post 16 HoursThe amount of work assigned reflects the number of allocated timetabled lessons that day


Accessing remote education

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

Whilst away from the classroom, your child will be accessing their curriculum, submitting their work daily and communicating with their teachers on Google Classroom (GC).  If you would like more information on using GC and how to best support your child, please click here for a short video.

Teachers are frequently checking their GC private message inbox for any queries from students and providing support during working hours. The response time may vary given the volume of messages the teacher may have received. 

(GC code directory here for any classrooms your child has not yet joined).

If your child is experiencing any difficulty accessing Google Classrooms then please email the appropriate Key Stage Leader at:

Key Stage 3 (Year 7 & 8) – jane.cronshaw@coopacademies.co.uk

Key Stage 4 (Year 9, 10 & 11) – darrell.bryan@coopacademies.co.uk

Key Stage 5 (Post 16) – fiona.brigham@coopacademies.co.uk

Any queries relating to work should be sent through a private message to the teacher in 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:

We keep a record of the IT equipment students have access to at home. Please help us to keep it up to date and share any issues you may be having with us. Staff will be in regular contact but please call the school if you need to update us more urgently. Support will be provided, where possible, in the form of a loaned device. Due to a limited number of devices, we operate on a tiered approach, firstly ensuring there is at least one device in the household. 

Those students who do not have a device, but do have an Xbox or PS4, can loan a keyboard which will allow your child to access GC and complete their work on their gaming station. Students will be provided with a guide on how to access and complete their work.


How will my child be taught remotely?

January 2021

Students are provided with a meaningful and ambitious curriculum, through high-quality pre-recorded lessons. These include effective and detailed teacher explanations, support and feedback. Our approach ensures;

  • All students have access to high quality lessons that support continued strong progress away from the classroom.
  • Teachers are available during the school day to provide personal support.
  • Students can work through the material at their own pace, pausing and rewinding to revisit explanations when needed.

Lessons will include a variety of tasks to support engagement in learning, including the use of websites and quiz platforms (such as kahoot, quizlet and Dr Frost Maths).


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?

Expectations and support;

Students learn best with a quiet place at home to work and a routine. We would encourage students to follow a timetable for learning at home, including a consistent start time, finish time and regular breaks. A timetable is particularly helpful when sharing devices. 

We expect students to be engaging with their lessons on a daily basis (a copy of the current adapted remote curriculum can be found here)

Students will be given 24hours to complete the work set by their teachers. This provides flexibility during the day but also encourages students to manage their time effectively. 

Our lessons are designed so that students can navigate their way through the learning independently. Staff are on hand during the day to answer any questions sent through GC. If you would like more information on using GC and how to best support your child, please click here for a short video.


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

To ensure great engagement with the remote curriculum we;

1)Positively praise great engagement and high quality work

  • The use of ClassCharts rewards will ensure that students and parents are kept informed about great engagement in remote lessons.
  • Information from ClassCharts will be used to inform weekly praise and reward opportunities through the year group bulletin as well as department specific recognition.
  • The ‘Exceptional Shout Out’ will be used to identify consistently high engagement with remote learning.

2) Closely monitor engagement and quality of work and act quickly if support is needed.

  • The use of ClassCharts ‘Incomplete Remote Learning Alert’ (IRLA) ensures students and parents are kept informed. The ‘Incomplete Remote Learning Alert’ (IRLA) is not a negative code. It helps to inform staff where support and encouragement is needed.

Stage 1 If a student misses a 24hr deadline, the teacher will send an IRLA. This will be logged on ClassCharts and you will receive a notification.

Teacher action: After sending the IRLA, the teacher will send a message to the student to encourage them to complete the work as soon as possible and remind them to get in touch if they require any additional support. 

Parent action: Please encourage them to complete the work as soon as possible and remind them to get in touch if they require any additional support. If there are any issues with ICT access or personal circumstances that we are not yet aware of, please let us know.

Stage 2- If a student misses 3 deadlines within one subject, the Subject Leader will be alerted.

Teacher action: A phone call home will be made, to explore how the student can be supported to engage with the learning. The member of staff will explain the importance of engagement and will suggest ways the student can get back on track.

Parent action: Support the student to act on the advice given.

Stage 3- If a student misses 5 deadlines in any subject, the Key Stage Leader will be alerted.

Teacher action: A phone call is made to further explore potential barriers to learning and provide support and guidance to students and parents on how best to proceed. This may include offering a place in school to ensure access to learning.

Parent action: Support the student to act on the advice given.


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:

Lessons are designed to check student’s understanding throughout. This may include activities such as;

‘Green Pen’ slides-. Where students are encouraged to check their own work. They are familiar with the concept of ‘green pen’, it is used regularly in lessons and is seen as an opportunity to correct or upgrade work.

‘Pitstops’- Lesson content is divided into manageable chunks which are followed by a task based on content they have just explored. Student self-assess using feedback provided by the teacher.

Depending on their outcome/score they are either then instructed to move forwards in the lesson or rewind and revisit certain content. 

Whole class feedback- Pre-recorded sections of lessons may provide whole class feedback on a particular piece of work. Students are guided to upgrade their work and resubmit.

Individual feedback-  a variety of individual feedback is given using approaches such as individual comments on pieces of work or private messages on GC. Departments have made adaptations so the department feedback policy can continue during periods of remote learning. 

We will continue to report on your child’s progress, including when they are working from home. Staff are adapting assessments to use online. To allow time to ensure meaningful progress data can be collected in this way we may make some adjustments to the reporting dates this term. 


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:

Teachers are familiar with the SEND requirements of students within their classes. SEND Passports ensure all teachers are able to plan lessons that meet the needs of all students.

Regular communication between the SEND team, pupils and parents ensures any problems that may arise are identified and are dealt with quickly.

Many SEND pupils fall within the vulnerable category (as defined by the DFE) and have been invited to attend school throughout the lockdown (please click the link to check if your child is eligible for a place in school).

Where possible, some SEND interventions and support from external agencies are being delivered remotely. 

If any parent of a child with SEND would like to discuss their child’s remote working and seek advice/support they can contact the SEND Leader and SEND team via email (prie-send.leaders@coopacademies.co.uk).


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? 

The content your child will study remotely, is identical to the content they would be studying if they were in the classroom. 

If your child is isolating and the school is open to all students, the lessons that are available on Google Classroom (GC) are the actual lessons the teacher is delivering within the classroom. We are committed to ensuring that equitable learning experiences are had by all, no matter where the student is learning. This approach allows for a smooth transition back into the classroom after the period of isolation, providing your child has engaged with the full curriculum whilst away from the classroom

(You can access the GC code directory here for any classrooms your child has not yet joined).