Please read through this page to find out about the remote education offer from Hartley Primary Academy. Our offer is in line with current DfE legislation, Leigh Academy expectations and also takes into account the latest Education Endowment Federation (EEF) research into remote education. Above all, however, our remote education offer is designed to enable high quality teaching to have the most impact upon the learning, progress and wellbeing of our children and families.
Table 1: Current Department for Education expectations for remote education:
|● KS1: 3 hours a day, on average, across the cohort with less for younger children.
● KS2: 4 hours a day, on average, across the cohort.
● To use a digital learning platform, provide both recorded or live direct teaching time and independent tasks (this does not have to be
teacher recorded - for example teachers can make use of Oaks National Academy).
● Help pupils overcome barriers to digital access.
● Check daily whether pupils are engaging with their learning.
● Have a named senior leader who has overarching responsibility for the quality and delivery of remote education.
Information about schools’ remote education offer must be on the website by 25.01.2021
Table 2: The EEF have conducted extensive research on approaches schools could use or are already using to support the learning of pupils during school closure. Key findings are below with Hartley’s response or actions.
|EEF Key Finding||EEF Implications of Findings||Hartley's Response to Findings|
|Teaching quality is more important than how lessons are delivered||Pupils can learn through remote teaching.|
Ensuring the elements of effective teaching
are present – for example clear explanations,
scaffolding and feedback – is more important
than how or when they are provided. There
was no clear difference between teaching in
real time (“synchronous teaching”) and
alternatives (“asynchronous teaching”).
For example, teachers might explain a new
idea live or in a prerecorded video. But what
matters most is whether the explanation
builds clearly on pupils’ prior learning or how
pupils’ understanding is subsequently
|Remote education is offered for all year groups for the specified times above. There is NO requirement to teach ‘live’ lessons but it is generally agreed that for KS2 this interaction with their teacher provides good
feedback for their learning and that they are more able to cope with this form of education.
It was found during the last school closure that KS1 and EYFS children were less able to cope with live lessons and that recorded sessions were a more effective way of presenting the learning.
It is agreed by staff that it is vital that explanations are clear and that all learning builds on previous learning or lessons.
All year groups will have a minimum of 1 recorded or live lesson per day.
|Ensuring access to technology is key,|
particularly for disadvantaged pupils
|Almost all remote learning uses digital|
technology, typically requiring access to both
computers and the internet.
Many reviews identify lack of technology as a
barrier to successful remote instruction. It is important that support is provided to ensure that disadvantaged pupils – who are more
likely to face these barriers – have access to technology.
In addition to providing access to technology, ensuring that teachers and pupils are
provided with support and guidance to use
specific platforms is essential, particularly if
new forms of technology are being
|Chrome books are being ordered for pupils identified as vulnerable in terms of digital access.
There are also sim cards with data on for those families that struggle with internet access.
School has also invited pupils into school for on site access to remote learning, if they had a history of poor engagement with remote
learning last school closure.
|Peer interactions can provide motivation and|
improve learning outcomes
|Multiple reviews highlight the importance of|
peer interaction during remote learning, as a
way to motivate pupils and improve outcomes.
Across the studies reviewed, a range of strategies to support peer interaction were explored, including peer marking and feedback, sharing models of good work, and opportunities for live discussions of content.
The value of collaborative approaches was emphasised in many reviews, although notably many studies involved older learners. Different approaches to peer interaction are likely to be better suited to different age groups.
|As stated above, live lessons for younger children did not prove successful and so will not take place this time. However there will be opportunities for peer interactions in Google meetings with the class (KS1), to have time to chat with both peers and their teachers.
KS2 will be offering both live and recorded lessons, as well as google meetings with the class, thus encouraging peer interactions for support and social interactions.
There will be the opportunity for all children to access a whole school assembly delivered by the senior leadership, weekly. Staff also have recorded ‘Read Alouds’ and
these are accessed via our website.
|Supporting pupils to work independently can|
improve learning outcomes
|Pupils learning at home will often need to work independently. Multiple reviews identify the value of strategies that help pupils work independently with success.|
For example, prompting pupils to reflect on their work or to consider the strategies they will use if they get stuck have been highlighted as valuable.
Wider evidence related to metacognition and self-regulation suggests that disadvantaged pupils are likely to particularly benefit from explicit support to help them work independently, for example, by providing checklists or daily plans.
|All year groups will have a minimum of 1 recorded or live lesson per day.
All year groups have been encouraged to upload a suggested timetable/checklist to be uploaded the night before or for the week - enabling parents to plan and get ready for anything that needs sorting out the following day.
KS1 and 2 have been encouraged to have a Google Meet first thing in the morning to go through the day’s learning with the children.
Google Classroom can group all work into ‘day’ topics. This is something some year
groups are doing.
All year groups will be encouraged to have a reflection lesson/activity once per week. The format of this will be determined by the age and ability of the children.
|Different approaches to remote learning suit different types of content and pupils||Approaches to remote learning vary widely and have different strengths and weaknesses. Teachers should be supported to consider which approaches are best suited to the content they are teaching and the age of their pupils.|
For example, games for learning were found to have a high impact on vocabulary learning in foreign languages, but there is less evidence related to their use in other subjects.
Likewise, using technology to support retrieval practice and self quizzing can help pupils retain key ideas and knowledge, but is
not a replacement for other forms of assessment.
|Each year group will take into account the needs, abilities and ages of their own children. They will set work that they know will suit their cohort of children the best.
Live lessons are recognised at not being suitable for all - the pace, for example, some children may find difficult to keep up with. However, recorded lessons are much easier to self-pace.
Reception and Nursery are able to set and play a variety of games online.
Parents and Carers engaging in Home Learning
|Suggestions from EEF||@ Hartley|
|Communication of home learning to parents and carers is simple and|
|We have ensured that there is a limit on the number of steps/clicks
required for parents/carers to access the work their children have
There is advice on the google classrooms that set out simple ways
parents can promote learning at home.
We ensure that we reduce the reading demand contained in
communications with parents by removing unnecessary information,
images and page ‘clutter.’
|Activities have been planned and adapted to meet the needs of families from a broad range of socioeconomic, educational and|
|We use a blend of online and physical resources to ensure parents/carers have what is needed to support learning at home. We
adapt inclusive classroom practices for setting work online.
We are aware of the needs of the children in our class and set work
that is appropriate to their needs. All children with SEND have been
invited into school for face to face support/teaching.
|Simple, practical strategies have been given to parents and carers,|
suggesting ways they can support home learning
|7 Top Tips to Support Reading at Home
|Opportunities for parents to promote self regulation have been|
provided alongside the programme of work set
|Strategies to support Home Learning|
|Where there is parental demand for ways to support their children|
further, ideas for consolidating learning have been provided.
|Parents can contact their class teacher via Google Classroom or via
email through the school and teachers will provide additional support
wherever they can.
The designated senior leader who has overarching responsibility for the quality and delivery of remote education is Nicole Galinis