Contingency planning for outbreaks
Contingency planning for outbreaks
This plan outlines how the Federation will operate if a local outbreak occurs. This includes how we will ensure every child receives the quantity and quality of education and care to which they are normally entitled. However, should an outbreak occur, we will risk assess and may limit:
- residential educational visits
- open days
- transition or taster days
- parental attendance
Attendance restrictions may be recommended, depending on the scientific and public health advice. If attendance restrictions are advised across an area, the government will publish detailed operational guidance for settings.
High-quality remote education will be provided for all pupils or students not attending.
If some attendance restrictions are needed, all vulnerable children, children of critical workers, children in reception, year 1 and year 2 will still be allowed to attend. If, by exception, attendance is restricted further, vulnerable children and children of critical workers will still be allowed to attend.
The Resource provisions will continue to allow all children to attend full-time. If specialist staffing ratios are reduced, we will seek to resume as close as possible to full-time provision, as soon as possible.
If attendance restrictions are needed, vulnerable children and children of key workers will be allowed to attend.
If restrictions on child attendance are needed, the Senior Leadership Team will determine the workforce required onsite and if it is appropriate for some staff to work remotely.
We have regard to the guidance on clinically extremely vulnerable people and individual risk assessments are in place- should a local outbreak occur, these will automatically be revisited.
We will continue to implement the system of controls set out in the COVID-19 operational guidance. Staff will be informed of updates to risk assessments.
If attendance restrictions are needed, we will continue to be vigilant and responsive to all safeguarding threats with the aim of keeping vulnerable children and young people safe, particularly as more children and young people will be learning remotely.
We continue to have regard to any statutory safeguarding guidance, including:
- Keeping children safe in education
- Working together to safeguard children
- Early Years Foundation Stage (EYFS) framework (read alongside early years foundation stage: coronavirus disapplication’s)
We aim to have a trained DSL (or deputy) available on site. If this is not possible, we will have a trained DSL (or deputy) available to be contacted via phone or online video, for example if they are working from home. Where a trained DSL (or deputy) is not on site, in addition, a senior leader will take responsibility for co-ordinating safeguarding on site.
Vulnerable children and young people
Where vulnerable children and young people are absent, we will:
- follow up with the parent or carer, working with the local authority and social worker (where applicable), to explore the reason for absence and discuss concerns
- encourage the child or young person to attend educational provision, working with the local authority and social worker (where applicable), particularly where the social worker and the Virtual School Head (where applicable) agrees that the child or young person’s attendance would be appropriate
- focus the discussions on the welfare of the child or young person and ensure that the child or young person is able to access appropriate education and support while they are at home
- have in place procedures to maintain contact, ensure they are able to access remote education support, as required, and regularly check if they are doing so.
- If we have to temporarily stop onsite provision on public health advice, we should discuss alternative arrangements for vulnerable children and young people with the local authority.
- First Aid boxes in each phase.
- Paediatric first aider on site at all times.
The transport to school and other places of education: 2020 to 2021 academic year guidance remains in place.
School and meals
We will provide meal options for all pupils who are in school. We also continue to provide free school meals support in the form of meals or lunch parcels for pupils who are eligible for free school meals and who are not attending school because they:
- are self-isolating
- have had symptoms or a positive test result themselves
- are a close contact of someone who has COVID-19
Any attendance restrictions will be reflected in the visits risk assessment and the Executive Headteacher will consider if the educational visit is still appropriate and safe. Only children who are attending the setting will go on an educational visit.
Remote education is an essential component in the delivery of our school curriculum in the case of a local lockdown. Remote learning may apply to one child, a bubble or the whole school.
When teaching pupils remotely, the DFE expect schools to:
- set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
- 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
- provide frequent, clear explanations of new content, delivered by a teacher in the school or through high quality curriculum resources and/or videos
- gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work (following each session)
- enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
- plan a programme that is of equivalent length to the core teaching pupils would receive in school, including daily contact with teachers
- recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and work with families to deliver a broad and ambitious curriculum.
Expectations are in relation to the pupils’ age, stage of development and/or special educational needs.
Remote learning for all of our children from Yr R to Yr 6:
- As soon as a parent / carer informs the school that their child / children will not be attending school for Covid – related reasons, the admin officer of the school will email out the relevant 2 day plan of work for that child (saved in Federation, 2 day remote learning plans).
- After the initial 2 days, learning will then match the curriculum that the children would have been covering in class and adapted to meet the children’s needs as much as possible.
- Parents/carers supporting their children to log in to their Google Classroom account at 9:00 each morning for a register and an introduction to the days learning.
- When a bubble has to work from home, there will be daily contact and live lessons with a teacher or LSA from school each day via Google Classrooms. The teacher or LSA will explain the new learning. In addition, the Yr R teams may use Tapestry.
- Tasks, videos to support learning and assignments will be shared and feedback given using Google Classrooms. Parent and carers of children in Yr R may use Tapestry to share outcomes at home with the teachers and LSAs in school.
- We aim to provide a programme of blended learning that is equivalent length to the core teaching children would receive in school each day.
- A ‘Remote Learning Letter’, outlining our provision for home learning has been written and sent out to parents.
Year R and Key Stage 1 and Penguins Resourced Provision
Remote education will look different for children of different ages. The way in which children learn in Early Years and KS1 is very different to the way our older children learn in KS2. Younger children will need the help and support of their parents / carers to access Google Classrooms.
For Yr R – Yr 2, we will try to keep screen time more limited and provide more practical activities that they can go off and do (e.g. finding items from around the house that start with a sound they are learning in phonics or a Maths number hunt.) In Penguins RP the work will be tailored to meet the needs of each class.
To support learning at home, we will provide a physical pack of resources for children that might include things like an exercise book, pencil, whiteboard and pen, key maths and spelling resources, lists of useful websites etc.
Timetables for the day
To reflect the differing needs of younger children and the children in Penguins resource provision and their need for parent / carer support to access online remote education at home, we have developed some suggested timetables for different year groups. The amount of direct teaching increases with the ages of the children.
In the afternoons, once the online register has been completed and the afternoon teaching inputs have been delivered, the expectation is that teachers and LSAs will respond to/ mark / give feedback to work that the children submit over Google Classrooms. Teachers and LSAs may also possibly work with a small group online to secure learning. Time should also be spent planning and preparing for the following day.
Should parents need to privately contact teachers and LSAs about learning, we ask that they do this either by phoning or emailing the school office rather than via messages on Google Classroom. Teachers will do their best to respond during school working hours 9:00 – 3:30 p.m. Teachers may choose to respond at other times but there is no expectation that they will check and respond to parents at the weekend. All communication is to be through official school email accounts.
Possible timetable for a remote learning day for Yr R
Possible timetable for a remote learning day for Yr 1 and 2
Possible timetable for a remote learning day for Yr 3 and 4
Possible timetable for a remote learning day for Yr 5 and 6
Remote learning preparation
We will provide a curriculum sequence that allows access to high quality on line and off line resources and teaching videos linked to our curriculum. As part of planning and preparation in the autumn term, phase groups need to:
- Teach the children how to use google classrooms.
- Find out which children do not have access to laptops at home. Phase leads may allocate laptops to families without provision in collaboration with Computing Leads.
- Establish peer marking, peer feedback and sharing models of good work.
- Teach strategies to support independent learning – steps to success, WAGOLL, explicit modelling of independent strategies (reflecting on work, what to do if get stuck) and guided practice.
- Create a remote learning timetable.
- Access the support from the HIAS Moodle.
- Identify materials and resources to use as an initial 1-2 day plan- can be remote or hard copy depending on the assessment of the children.
- Decide on our approach for resources and materials for a longer lock down period.
When teaching remotely, we aim to:
- ensure the elements of effective teaching are present; clear explanations, scaffolding and feedback.
- focus on the critical aspects which we need to teach well (basic skills, reading, Times Tables Rockstars, spelling shed, maths shed)
- have an element of face to face teaching focusing on key ideas and setting up the learning with modelling, explanations and immediate feedback
- share the metacognitive steps needed to complete the task
- have regular phone calls with parents to check on progress and wellbeing
- create targeted learning packages for children with SEND
- adapt the core of the current curriculum during the 1-2 day plan for remote teaching to maintain progress
- Blend back into classroom when isolation ends
Remote learning for an individual
- Provide the prepared pack
- Learning will then follow the whole class teaching but a day behind
Supporting Children with SEND
The SENCo will:
- Call parents for updates over the lockdown period.
- Discuss work to be available for children on Google classroom. Children working at a different level to others in class will have their own file with relevant, level appropriate work.
- 1:1 Meeting with teachers of children with EHCPs to discuss individuals with significant needs.
- Ensure all LSAs are aware of their responsibilities towards children with SEN
- Alongside phase leaders monitor children with SEN and ensure the work provided is correctly pitched.
The LRP leads will:
- Ensure class teachers maintain close contact with parents on a weekly basis to ensure emotional provision in school meets the needs of pupils and offer support to parents.
- Identify key areas of need and match to their in school provision.
It is important that staff are aware of how to keep children and themselves safe online.
Things to consider when delivering live lessons:
- When communicating with parents, carers and pupils, do so within school hours
- Use school email accounts and school devices (not personal ones)
- Don’t share personal information
- With live lessons, find a quiet or private room to talk to pupils, carers or parents
- When broadcasting, consider what will be in the background
- Dress appropriately and expect the children to do the same
- Keep in touch with pupils through phone calls, e mail or through video conferencing.
- Share examples of work to motivate and illustrate.
- Avoid too much work each day – children/parents will often feel overwhelmed
- Make instructions clear and include modelled examples and specific links for easy access.
- Take care not to share details when emailing multiple people
- Encourage parents to set age appropriate parental controls and use internet filters
- Make parents aware of what the children being asked to do, sites they will be asked to use and which school staff their child will interact with
- Only use platforms provided by The Federation to communicate with pupils
- Record, the length, time, date and attendance of any sessions held
- Report any safeguarding concerns to DSL.
Parent Information for Remote Learning
Our remote curriculum: what is taught to our children at home?
The first day or two of learning at home might look different while we prepare for a longer period of remote teaching.
What should my child expect from remote education in the first day or two?
As soon as a parent or carer informs the school that their child will not be attending school for COVID – related reasons, we will email out the 2-day plan of work which is linked to the work they have been learning in school.
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?
Our aim is to teach the same curriculum remotely as we do in school wherever possible. However, we have needed to make some adaptations in some subjects. For example, Guided Reading in Key Stage 1 will be based more on discussions around the text rather than written tasks.
Phonics lessons and spelling lessons will be taught during the morning as they would be in school and will cater for all needs. Children can then try what they have been taught on their spelling frame accounts at any point through the afternoon.
Kinetic letter sessions will continue for Key Stage 1 at least three times a week and some children will also be taught as small group interventions in the afternoons.
English and mathematic lessons will be taught as they would in school, with an input to start the lesson and then a follow up task which is varied to suit children’s need.
Our foundation subjects, such as Geography and Art will continue to follow the same topic planned, however, tasks will be designed so that they can be completed independently and at home.
Skills taught during remote teaching will be revisited in greater depth when we return to school.
Whilst at school, children in Reception, would usually engage in around 2 hours of Child Initiated time. During this time, the prime areas of learning are encouraged and developed whilst children direct their own learning through play. The adult role is to facilitate learning and move it forward. To support this at home, a range of activities, linked to the current theme will be provided. Children will also be encouraged to follow their own interests or choose their own activities at home.
We ask that you follow the protocols set out in Google Classroom Child and Parent User Agreement
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 their independent work) will take our children the maximum following number of hours each day:
Children in Reception
up to 3 hours.
Provision will include live teaching, recorded inputs to lessons and time for children to complete tasks and assignments independently.
Timetables for learning are updated regularly and created for each class and you should have a copy.
Year 1 and 2
up to 3 to 4 hours.
Year 3 and 4
up to 4 hours.
Year 5 and 6
4 -5 hours.
How will my child access any online remote education you are providing?
- Set tasks, live teaching, recorded teaching inputs and any videos to support learning will be shared and feedback given using Google Classrooms.
- Parent and carers of children in Reception (Bears) may use Tapestry to share outcomes at home with the teachers and LSAs in school.
- Passwords for Timestables Rockstars, Numbots and Spelling Frame can be found in your child’s reading journal.
What if we do not have online access?
We take the following approaches to support families to access remote education:
Prior to Christmas all families were contacted, by their child’s class teacher, to find out about IT provision at home (including Internet access). Our Computing Leads compiled a list of families who would require support should there be a bubble closure or lockdown.
Throughout Autumn term all children from Y1 to Y6 were taught how to access Google Classroom. They learnt how to open work, respond to it and ‘turn it in’. Children in KS1 had a virtual story time session so that parents could log in and check how Google Classroom works and whether they had any problems. Children in upper KS2 had homework set weekly to get children used to the format.
Children and parents have been provided with log on details for both Google Classroom and Tapestry (Year R). Parents understand that they can request password resets by contacting the school office.
Parents are welcome to contact the school if their circumstances have changed regarding IT provision. A list of children needing devices is regularly reviewed. Chrome books have been allocated and distributed. Parents have been sent information about how to claim free unlimited data, through the school, if needed.
Using our Facebook page and emailing system we have alerted parents to alternative ways they can access Google Classroom, for example through the use of Playstation or XBOX.
How will my child be taught remotely?
We use a combination of the following approaches to teach remotely:
- Live teaching (online lessons)
- Recorded teaching inputs made by teachers- these will remain accessible for 24 hours
- Scheduled daily time to complete Timetables Rockstars, Spelling Frame or Numbots
- Independent time to complete set tasks
- Reading daily including “Online reading” through eSLS (Wheelers books and Oxford Owl).
- Daily phonics and early reading skills in Reception and KS1 some of which will be teacher led and some independent through Phonics Play, Phonics Bloom or Get Epic.
- Weekly choice of activities to support learning in Reception (Bears)
- Appropriate teaching materials and videos from providers such as Oak Academy, BBC Bitesize etc which match our planned curriculum.
Remote learning packs have been delivered or sent home where appropriate. These include materials and resources that children may need at home, for example a kinetic letters whiteboard and pen, exercise book, word mat etc.
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
It is expected that your child takes part in live registers at 9:00 and 1:00 and has access to the Google Classroom for their work everyday.
We understand that with younger children and for children with SEND, parents play a vital role in their child being able to access and use Google classroom.
Most children in years 3, 4, 5 and 6 should be able to work independently but please support your child to follow the daily timetable so that they login promptly for live sessions.
In any non-directed time, we would like your child to use Spelling Frame, Times Table Rockstars or Numbots and to read and respond to any online marking.
We ask that all children read at home daily and have access to Banded Reading Books.
As we are using Tapestry in Reception (Bears) to see children’s work and provide feedback, it is expected that you upload photos or videos of their work onto Tapestry daily so we can provide next steps and feedback for your child. It must be an honest reflection of their work and if they have found something difficult or they haven’t got it right upload it to Tapestry too. We do not expect their work to be perfect every time as they are still learning.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Class teachers check on pupils’ engagement daily by carrying out an on-line register. We ask pupils to attend at least 1 registration session per day either at 9:00 a.m. or 1:00 p.m. If children are unable to attend either of the sessions then parents can inform the class teacher.
Following live lessons, teachers will spend time giving feedback on work. It is possible to give ‘in the moment’ feedback which children can immediately respond to. Where needed, editing suggestions and next steps will be given and if any concerns arise, the teachers will contact parents for support at home.
We review tasks returned to us through Google Classroom through the school week and monitor which children are or are not engaging in the independent tasks.
“Turning work in” is expected each day. We will inform parents when children are not completing tasks.
Parents are required to upload evidence of learning to Tapestry. When uploading, please include one full day’s learning of all observations for that day, rather than separate videos. The class teacher or LSA will comment on the learning, reference it to the Reception (EYFS) framework and may write a written comment, which may include next steps.
If engagement is a concern, the class teacher will contact the parents to offer support and guidance. If there is no contact from the parents this will get passed onto a member of SLT or the pastoral team who will make contact with the family.
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:
- In Reception, observations on Tapestry will used for assessment if appropriate and where needed next steps will be given.
- Immediate feedback is given in live lessons each day to individuals, groups or whole class.
- Teachers will provide feedback and next steps on work submitted remotely where necessary and appropriate.
- It is possible for live ‘editing sessions’ to be offered and our curriculum will be adjusted based on assessment
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:
All parents of children on the SEND register are contacted weekly by phone if they are not in school to discuss if their child is able to access and engage with online learning.
Most children learning at home on the SEND register are accessing the live teaching from teachers, whom cater and adjust to their needs like they would in the classroom. Others whom are working at a significantly different level to their peers have, an individual folder with specific personalised work.
If the child has an EHCP, is deemed vulnerable or has limited access to online facilities a place is offered in school.
For those whom are Reception (Bears), the children have access to online learning and Tapestry. If a child is struggling to maintain focus and concentration online, the parents complete the activities with the child and upload photo and descriptions on Tapestry. The teacher can access this and will comment on work and communicate with the family.
During the afternoons, our ELSAs, HLTA and UQT will run small group or 1:1 bespoke remote sessions with some children, who have either SEN targets, emotional literacy targets or need specific English and math skills catch up targets.
If my child is not in school because they are self-isolating, how will their remote education be different from the approaches described above?
After the initial 2 days, learning will then match the curriculum that the children would have been covering in class and adapted to meet the children’s individual needs as much as possible.
When a bubble has to work from home, where possible, there will be daily contact and live lessons with a teacher or LSA from school each day via Google Classrooms. The teacher or LSA will explain the new learning. Year R teams (Bears) may use Tapestry.
Parent User agreement
Covid-19 Information Letters / Wellbeing Newsletters
Coronavirus Guidance and Support for Parents, Carers and Children
Where to get help:
Supporting Families during COVID-19
Domestic abuse – where to get help during the Covid-19 pandemic
Hampshire and Isle of Wight Educational Psychology Telephone Support Line
Supporting children and young people with worries about COVID-19
Increasing data allowances on mobile devices to support disadvantaged children
This scheme temporarily increases data allowances for mobile phone users on certain networks. This is so that children and young people can access remote education if their face-to-face education is disrupted.
Who can get help
Schools, trusts and local authorities can request mobile data increases for children and young people who:
do not have fixed broadband at home
cannot afford additional data for their devices
are experiencing disruption to their face-to-face education
Children with access to a mobile phone on one of the following networks might be able to benefit:
Other providers may join the scheme at a later stage.
When help is available
Schools, trusts and local authorities can request mobile data increases when schools report a closure or have pupils self-isolating.
They can also make requests for children who cannot attend school face-to-face because:
they’re clinically extremely vulnerable
restrictions prevent them from going to school
How to request a mobile data increase
For each request, we need to know:
the name of the account holder
the number of the mobile device
the mobile network of that device (for example Three)
There’s an online guide to help gather mobile information.
Schools, trusts and local authorities need to submit mobile information through our online service. Each provider will vary in how quickly they process requests.
Once a network provider has processed a data increase, they’ll send a text message to the account holder.