Remote education

When children are required to be at home and unable to attend school - the learning does not stop at Vane Road!

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We hope that we will be able to deliver vast majority of lessons face to face. In the rare occassion, that a child will need to isolate, remote learning will be delivered by the class teacher in a way agreed with parents/carers, taking the child's well being into account. 

Since October 2020, schools have been required by law to provide effective education to those children who are unable to access face to face teaching; Vane Road has risen to the challenge! 

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This information is intended to provide clarity and transparency to families about what to expect from us in relation to remote education - if required.

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First day of two of isolation

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. As such, in the first day or two of a longer period of closure we will:

• expect children to read their current reading books, practise their maths on times tables rockstars or numbots and complete any outstanding homework which is currently allocated.

• expect parent/carer to contact the class teacher using Dojo to agree further approach that will take into account child's health, family's wellbeing and also - technology available at home.

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The remaining period of isolation

The class teacher will provide tasks and materials for the child to complete at home. This may include presentations, recorded videos, links to educational sites etc. We aim to provide children with approximately three hours per day of teaching that would include English and maths and a selection of one or two wider curriculum subjects per day. We expect all children at home to engage in the teaching and study activities set each day.If a child does not access home learning for more than one day, a call home is made to see how school can remove any potential barriers so that remote learning can resume. This may include staff providing additional tutorials online to show families how to access specific learning tasks, or staff supporting families to plan effective remote learning routines. If these cannot be embedded or prove unsuccessful, a place may be offered in school, where vulnerable children and critical workers are able to attend. Not accessing any home learning can make a child ‘vulnerable’.  We have deliberately ensured that the teaching is pre-recorded to support families who have several children at home (who may share a device), or where adults may be home-working – so that the tasks can be completed as flexibly as possible.

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How does the substantive remote curriculum align with the ‘normal’ school curriculum?  

• The remote curriculum which the children will follow closely mirrors the learning that would have taken place in the classroom. For example, children will still progress through our phonics and maths scheme at the same pace as if they were in school.

• The remote curriculum will also encompass the vast majority of subjects that the children experience in school. Whilst some learning experiences that would have taken place in school are simply not possible via remote learning (e.g. the more practical aspects of the Design Technology, Science, PE and Computing curricula), teachers will either move this learning to a period when children return to school, or source alternative theoretical learning to mirror the learning intention (e.g. a video of a science experiment, or online simulation).

• Whilst PE cannot be taught in the same way remotely, we do expect that children take part in physical exercise and challenges as directed through our remote learning tasks.

To further support families in the time of isolation, here is a list of links to various educational resources.

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