Heyes Lane Primary School

Aims and design considerations

• To support our pupils to continue to receive the best teaching and learning we can possibly facilitate under these difficult conditions and to minimize lost learning as much as possible.
• To employ an organizational model across the school that carefully and effectively meets the learning needs of all our pupils be they at home or in school and that we deploy our teaching staff in a balanced and equitable way to reach all pupils fairly.
• To build upon the experience and expertise that we have gained since March last year in providing remote learning to our pupils and to take on board feedback given by parents in order to feel confident that a strong offer is in place for all pupils.
• To continue to insist upon the best possible interaction and connection between teachers and their pupils by using live direct teaching lessons, streaming into classrooms and the interactive use of the platform MS Teams as the cornerstones of our provision. In doing so, we also ensure all staff are committed to the emotional and pastoral connection and support of all our pupils on a daily basis whilst they are learning from home.
• To design teaching and learning to involve activities that do not require pupils to stay facing their computer all of the time and thereby reduce overall daily expectation of screen time and sedentary tasks. Brain breaks and small physical bursts will be included throughout the day.  
• To implement a model that mirrors the content, organization and procedures in school as much as possible in a new remote context.
• To provide a ‘learning at home’ timetable which delivers teaching that is approximately equivalent to the core teaching pupils would receive in school per day – KS2: 4 hours         KS1 : 3 hours                   EYFS: 2 hours
• To ensure that our remote teaching allows interaction, assessment and feedback to take place daily using high quality remote education resources
• To design a model and approach to learning activities that recognises the possible demand upon parents for supervising and supporting learning at home.
• To ensure consistency in approach from all staff to remote learning for pupils who are not in school
• To provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access
• To set out expectations for all members of the school community with regards to remote learning.

Anticipated challenges and how we can respond

• Remote education for younger children will typically need more involvement from parents, and parents may be facing a range of pressures at this time. We will be flexible and supportive and will be available for parental general queries and specific learning support during the designated slots. With the older pupils, teachers will develop pupils’ sense of autonomy and self-management through their access to MS Teams, live lessons and the design of daily tasks. 
• Maintaining engagement from pupils on a daily basis. Teachers will make good use of opportunities within direct live lessons, streaming and HLPS videos used to set clear expectations for work submitted and to provide encouragement and celebration.
• Supporting those pupils who usually rely on a high level of support in class. Teachers will provide differentiated work for different pupil groups – especially those needing learning support. Direction of TA’s will also be used to support these learners. Additional teaching support staff will be available to different Year groups to support guided and small focused teaching groups.
• The demand on technological devices in the home may be stretched if more than one pupil in a home is needing to use a device throughout the day. Timetables for live lessons recognises such demands and have been adapted accordingly. All live lessons will be recorded and available for play at a later time. We have
• The school have the loan of 16 laptops from the DfE and a further 30 from the school stock. We have allocated all these to families with no devices in the home whatsoever. Please contact school if you feel that you need support as a result of any of the following: You do not have access to the internet at home, you do not have a device to access MS Teams, or you feel that the demand for existing devices in the home is very high.

Section 2: The organisational model in place

The model has the following arrangements

• Each Year group has 4 pupil groups:

 A and B (consisting Priority group pupils in school) and

 C and D ( pupils being taught remotely)

• Teachers are placed in pairs to alternate delivering the teaching remotely one week then the teaching within school the next week. Pairs are A&C and B&D. Therefore, your child will be taught by two teachers on alternate weeks ( in some instances where teachers are part time- the number will be three )
• TA’s have been assigned to support the teaching of their usual Year groups.
• If a pupil is part time on the key worker provision in school, they will either join their A or B bubble remotely on the other days by streaming live into the classroom or they will join their partner bubble (C or D) remotely.

Teachers at HLPS will continue to:

• Set work in order that pupils have meaningful and ambitious work each day. This will comprise of Reading, Writing, Phonics, Maths, Science, Theme, PE and pastoral ( Be The Best Me )
• plan and deliver activities and teaching aimed at the support of  mental health and wellbeing as an area of priority for all pupils

• Encourage pupils about the importance of a work routine and the expectations the teacher has of completed work every day from them. Perseverance and ‘having a go’ with tricky learning will also be emphasised and encouraged.
• Continue to teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject

• Direct live teaching will take place on MS Teams every day from Nursery to Y6
• There will be at least three live direct teaching lessons each day in Reception to Y6. The same live lesson may take place more than once in a day in order to meet different learner group needs and to maximise effective teaching. A direct live teaching may be delivered to a small group by the teacher or a TA.
• Live teaching lessons will be recorded and uploaded to MS Teams/Tapestry. Whilst we expect/prefer that pupils do join the live lessons (for connection, interaction, feedback and personalised learning advantages), the recorded lessons will allow you and your family to have more flexibility if you cannot make the allotted time for the live lesson.
• All teachers should refer to the Using MS Teams Guide for Teaching for more details and links to helpful videos on using teams.
• HLPS Teaching videos may accompany the live lessons on some days. A further task outline or pre-recorded teaching video/s will be used as and when teachers feel that these will support your child further.

Each year group will send out the timetable for home learning.

All live lessons will be recorded and uploaded to Tapestry and Teams to enable flexible use if a pupil/family cannot make the allotted live lesson time. We would highly recommend that where possible pupils do attend as they will benefit from the live talk, interaction and feedback that the lesson will give.

Themes/Science/BTBM/PE curriculums.

Teachers will plan activities and learning for the afternoons that will continue to teach these aspects of the curriculum. They will be in line with the current learning in the classroom. There will be a range of these activities across the week and could where possible will mirror the timetable that the pupils have in class during the week.

Timetabling

You will receive a generic timetable for your child’s learning for the day/week. This timetable covers scheduled live lessons, independent tasks, links to videos to watch and the timings for other collective activities –such as story time, PE etc. the timetable will clearly state which lessons are on each day. Timetables will stay the same to foster good routines and expectations for the pupils both at home and in the building.  

Breaks will be built into all remote learning as they would be in the classroom. These breaks may range from a full 15-20 minute break to a quick blast of something ( star jumps for 30 seconds ) to get them up out of their seat and moving regularly.