Blended Learning Policy
2021 – 2023
St Clare’s School has had to rapidly adapt to the educational impact that the Corona Virus has had over the last year. During this time St Clare’s School has developed a range of approaches for adapting our curriculum so that it can be relevant and engaging for students in school but also those who are accessing a blended provision during this time. This ensures that we are compliant with the legal expectation set out in the Corona Virus Act 2020, as well as ensuring that we are prepared for any future local or national lockdowns.
The Direction requires that where a class, group of pupils, or individual pupils need to self-isolate, or there are local or national restrictions requiring pupils to remain at home, schools are expected to provide immediate access to remote education. The expectations on the quality of remote education expected of schools remain those set out in the guidance for full opening published in July 2020.
The Coronavirus Act 2020 Provision of Remote Education (England) Temporary Continuity Direction
Following the Spring 2020 National Lockdown St Clare’s School developed blended learning approaches with four key principles. Where blended learning is necessary we will:
- Effectively safeguard pupils and staff
- Seek to maintain a purposeful educational offer
- Support pupil progress in relation to their EHCP outcomes
- Encourage positive mental well being
At St Clare’s School we recognise that every student has their own unique circumstances which will affect how they access a blended education. We will strive to support parents and students where ever possible to ensure that each student accesses the best provision available.
We intend to provide a blended learning offer involving resources sent home and virtually set tasks through our Class Dojo platform. Class Dojo is our method for home school communication and we have worked hard to ensure that all parents and students are registered on it. Class Dojo provides opportunity for work to be set remotely, for students to complete it, submit it and for staff to then mark it and feedback to students in line with our Marking Policy. In addition to this we will send regular paper based activities in work packs where ever required. We have based our blended learning provision on the understanding that students do not have access to printers at home so work books and writing materials will be sent home to all families whenever required.
Teaching staff have developed a wealth of online resources available to support the delivery of education remotely. Staff will set daily tasks for lessons they would teach via Class Dojo, which follows the curriculum they would have delivered in school. Teaching staff are also signposting additional resources and activities that students can access at home on Class Dojo. As a school we have access to a range of online Maths resources and we are in the process of identifying an online Literacy package which will supplement the home learning tasks.
Teachers will set appropriate learning tasks related to the curriculum, not deliver full virtual lessons. Where possible tasks must be in line with current curriculum work. However, if this is not appropriate then staff can identify appropriate standalone tasks.
Class Dojo will be our primary method of setting tasks. Staff should provide a recording or written introduction of task to set context and explain activity. Any necessary files or documents should be posted on Class Dojo but these must not require printing off.
We will communicate with all parents on a regular basis as part of our safeguarding responsibilities, these conversations will also provide an opportunity for staff to survey how students are accessing the remote or blended provision and if further support is required. Where ever possible we will:
- Provide additional work of a different level if a parent feels work is too easy or too hard.
- Provide electronic resources including laptops for students who do not have access to these at home.
- Provide verbal support to parents or students if they are unsure of a task or activity.
- Guarantee an in school placement if parents do not feel they can adequately meet their child’s needs through remote learning.
Our expectations of parents
We expect our parents to actively support their child’s learning when accessing blended or remote learning. We expect the following from parents:
- To support their child in learning from home to the best of their ability.
- To engage with school and ask for support wherever required.
- To respond promptly to school communication.
- To support their child’s emotional wellbeing by providing opportunities to talk.
For further information regarding our blended learning provision please see the following examples:
Individual Student Isolation
If a single student is required to isolate due to a family member or close contact testing positive.
|Safe and well checks||Family Liason Officer (FLO) will contact home regarding any absences. Absences recorded in Integris. Safe and well check used to identify any potential issues and ensure students is accessing resources.|
|Staffing||School timetable will continue as normal. No staff required to isolate.|
|EHCP work||Form tutor and LSA to send home paper copies of work linked to EHCP targets. This should include a mixture of Literacy, Math and Primary Area of Need (PAN) work.|
|Subject specific learning||Subject teachers should set one task per lesson that they teach the group on Class Dojo which the student can complete at home with limited resources. Where appropriate the student may be able to join the class virtually.|
|Online Resources||Teaching staff will sign post to any appropriate resources online. Historical Class Dojo work should be completed if not done previously.|
Whole Group Isolation
If a case is identified and an entire class group are required to isolate.
|Safe and well checks||Group LSA to make daily safe and well calls. FLO will contact home regarding any absences if LSA is unavailable. Safe and well check used to identify any potential issues and ensure students are accessing resources. Key points from conversation recorded on class absence sheet. If we are unable to contact a student for two consecutive days Designated Safeguarding Lead (DSL) must be informed.|
|Staffing||School timetable will continue as normal for remaining groups. Some staff may be required to isolate. Staff who would have taught the group off will set tasks on Class Dojo when they would have been timetabled to teach them.|
|EHCP work||Form tutor and LSA to send home paper copies of work linked to EHCP targets. This should include a mixture of Literacy, Maths and PAN work. Where appropriate this work can be set on Class Dojo.|
|Subject specific learning||Subject teachers should set one task per lesson on Class Dojo which can be completed at home with limited resources.|
|Online Resources||Identify and share any appropriate resources online via Class Dojo.|
Whole School Closure
If a national or local lockdown is announced or if there is a significant outbreak within school.
|Safe and well checks||LSA’s to make weekly safe and well calls. Safe and well check used to identify any potential issues and ensure students is accessing resources. Key points from conversation recorded on class absence sheet. If we are unable to contact a student on two consecutive occasions DSL must be informed.|
|Staffing||All staff to work from home unless required at school to make safe and well calls. A timetable will be shared to allocate time for each group to make calls.|
|EHCP work||Form tutor and LSA to send home paper copies of work linked to EHCP targets. This should include a mixture of Literacy, Math and PAN work.|
|Subject specific learning||Subject teachers should set one task per lesson on Class Dojo which can be completed at home with limited resources. Teachers must encourage opportunities for feedback and in line with WWW/EBI|
|Online Resources||Staff to identify and share any appropriate resources online via Class Dojo.|
National Lockdown which includes school closures except for students of critical workers or those classed as vulnerable
|Safe and well checks||LSA’s to make weekly safe and well calls. Safe and well check used to identify any potential issues and ensure students is accessing resources. Key points from conversation recorded on class log sheet. If we are unable to contact a student on two consecutive occasions DSL must be informed.|
|Staffing||Staff to be deployed in school to support delivery of blended learning. The format of our provision will be dependent on the number of students accessing our in school provision and the year groups they are from. Staff will likely be deployed to support a group in school and will be given additional time to set work for students accessing blended or remote learning.|
|EHCP work||Form tutor and LSA to set work linked to EHCP targets. This should include a mixture of Literacy, Math and PAN work.|
|Subject specific learning||Subject teachers should set a minimum of one task per lesson on Class Dojo which can be completed at home with limited resources. Teachers must encourage opportunities for feedback and in line with WWW/EBI.|
|Online Resources||All staff will share responsibility for identifying and sharing appropriate resources online via Class Dojo to support all students in accessing our blended learning provision.|