Twitter

06/12/21

Wet Playtime & a quick chance to explore our new KS2 Library https://t.co/SUin1ihVuu

06/12/21

Retweetd From HF_EdTech

Pupils at Harris Primary Academy Peckham Park learning basics of coding in through real world example of artificial intelligence and climate change https://t.co/QwplLNslmK

26/11/21

Special mentions assembly https://t.co/afWav6d7QL

23/11/21

Year 2 Multiplying using concrete resources https://t.co/Djy4jrU4O2

20/11/21

Year 6 Head Girls and Boys https://t.co/ZXmCDcn7JQ

20/11/21

Eco Scientists Competition Winners- well done 👏🏼 https://t.co/C90sI0MYdy

20/11/21

Pyjama Day for Children in Need https://t.co/ft3NPK3U27

17/11/21

Enjoying reading in the nursery https://t.co/Xif5UHK9WB

15/11/21

Playground Leaders helping everyone to play safely and have fun https://t.co/kI3fuo8eEB

12/11/21

HPAPP Consultation https://t.co/TqM2scw24w

12/11/21

Year 1 retelling the story of The Little Red Hen https://t.co/ukb6qD7Sbx

11/11/21

Year 3 made poppies https://t.co/OMtTHVwMZY

11/11/21

Year 5 Peckham Platform Art Project- thank you Flora https://t.co/ERXnfgv87S

15/10/21

Year 6 experimenting with circuits to make spinning fans https://t.co/vCBfGUqCt9

15/10/21

Celebrating our cultural heritage for Black History Month https://t.co/C4W3wWAScg

15/10/21

Celebrating World Cultural Day with Dominic Mensah https://t.co/uoeQF3RnYY

14/10/21

Black History Month Celebrations at HPAPP https://t.co/nC2CTJiI6i

14/10/21

Year 6 still-life art objects https://t.co/K12nL0vOlI

06/10/21

Celebrating Black History Month https://t.co/dWaKB1CtW6

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Remote Learning January 2021

Remote education provision:

Information for parents

This information is intended to provide clarity and transparency to pupils and parents/ 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. However, each child will be provided with an age-related work pack which reflects the curriculum for their age group.

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

From the first day of any local or national lockdown or the closure of a class in school, children will be able to access online live teaching sessions through MS Teams. In the first instance, will work with families to ensure they the technology to access our online provision. We will work with any family who is not able to engage with MS Teams to put an alternative provision in place for their child.


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?

Yes. We will teach the full national curriculum through a mixture of live and pre-recorded lessons. Our curriculum overviews can be found under the curriculum tab on our website.

 

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

Years 3 to 6 will receive an average of 5 hours online learning a day.

Years Reception to 3 will receive an average of 4 hours online per day.

 

Accessing remote education

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

MS Teams can be accessed via any internet connected device with a modern browser, this does mean that a wide range of devices can be used by students at home, including tablets, smart phones, smart TVs, PS4s and X box systems will all support MS Teams, as well as laptops. In the first instance, will work with families to ensure they the technology to access our online provision We will work with any family who is not able to engage with MS Teams to put an alternative provision in place for their child.

Example of pupil view of MS Teams:

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 aim to provide every child who does not have a device with one from school to borrow for the duration of any lockdown.

Where siblings are sharing a device, lessons are recorded and stored on MS Teams so that children can access them later if they are not able to be online for the live session.

Children can come into school if they are not able to get suitable access.

If the above is not appropriate, age-related work packs are created and provided for pupils alongside resources to support this approach.

How will my child be taught remotely?

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

Reception, Year 1 and Year 2:

Pupils have live registration with staff and peers as well as live small group Reading sessions and Phonics calls via Teams. These live elements allow the children to continue to feel part of their class and school community, allowing school staff to check in on vulnerable children daily, have class discussions and assemblies about wellbeing. Also, they provide opportunities for break out groups, booster sessions, targeted phonics and other targeted interventions.

For years Reception to 2, we use pre-recorded videos for phonics, story time, maths and writing. These videos link with work packs for pupils to complete at home with their adults. Work packs are provided for Writing, Reading, Maths and handwriting. PE is delivered via a pre-recorded video which is interactive, age-related and inline with the national curriculum.

Years 3, 4 5 & 6:

We use live teaching for registration, Reading, Writing and Maths which allows teachers to interact with their class, respond to queries and ask questions and provide feedback throughout each lesson. To allow children time away from their screens, they will be set independent tasks throughout each lesson which they will then bring back to the MS Teams meeting to share with their peers and teacher. This method will allow teachers to continue to follow our medium-term plans for each subject. This in turn ensures that our sequence of learning is not interrupted by school closure. Classes have a weekly live PSHE circle time session. For history, geography, science, RE and Mandarin, pupils are set independent tasks over Teams to complete in the afternoon.

PE is delivered via a pre-recorded video which is interactive, age-related and in line with the national curriculum.

Example pre-recorded lessons:

 

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?

All children are expected to be learning from 8.30am-3.30pm daily, either on MS Teams or in school as part of the critical worker bubble.

A register is taken every morning and afternoon and any absences followed up in the same way as when school is open.

School staff will call families either not in school or not engaged with online learning – staff will provide technical support to facilitate remote learning.

Example of engagement tracking:

 

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

Teachers monitor engagement throughout the lesson and direct their support staff to work with children as and when needed.

At the end of the input from each lesson, children are assigned work to complete, which they submit online via MS Teams. This is then marked and returned to each child with feedback if required.

Staff then monitor the work children have produced and use this feedback to inform their future planning.

Parents of children either not engaging or in need of support will be called by staff to discuss and agree next steps.

 
 Example of pupil assignments:

 

  Example of pupil work:

 

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:

Children will receive ongoing feedback throughout every live lesson based on spoken and written responses.

The work children complete on MS Forms will be marked and reviewed before the next lesson, which is then digitally returned to each child. The teachers marking will also be used to inform the planning and delivery.

Each Thursday, following in school practice, pupils will complete a ‘big write’ which will be handwritten and uploaded via MS Teams. Staff will then mark, provide next steps and return to the child.

When children have completed a unit for Science, History, Geography and RE, children will complete a written mastery outcome and a multiple-choice quiz to demonstrate the knowledge they have remembered from the unit of work.

Staff may call families and provide specific feedback and next steps based on pupil progress.

Examples of teacher providing to work uploaded submitted digitally:

 

Additional support for pupils with specific 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:

  • This will be handled on a case by case basis but strategies may include:
  • The child being offered a place in school
  • SENCO speaking with parents and providing bespoke learning packs regularly
  • SENCO working with parents to tailor the class timetable, breaking it into smaller chunks, adding additional breaks etc
  • The student having less live teaching where this would help
  • Resource packs being sent home to allow the child to access the online learning - maths resources, copies of texts, reading overlays etc.
  • Support staff supporting the child online during whole class teaching
  • Separate classes running for identified children, away from the main class
  • Daily welfare calls to all children completing home learning.
  • Targeted 1:1 Speech and Language sessions running via teams by our Speech and Language Therapist.
  • Specialised videos by our Speech and Language therapist posted on teams for various interventions.
  • Individual targeted work packs which align with lessons that are posted on teams.
  • Targeted Maths lessons daily using the Numicon intervention video posted on teams.
  • Targeted English lessons daily using the Colourful Semantics intervention video posted on teams.
  • Daily access to Lexia reading app to support reading.
  • Individual interventions for groups that were running in school now running via teams through posted video lessons to meet the individual targets of children at home.
  • Additional fine and gross motor activities posted on MS TEAMS and resources given in work packs.
  • Video story time sessions by staff to ensure the daily reading of children home learning.

 

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 a child has to self- isolate they can access all online learning as usual. The school will support with access to online learning with work packs provided in the meantime.