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Meath Green Junior School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Safeguarding contact: dsl@mgjs.org. Meath Green Junior School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Safeguarding contact: dsl@mgjs.org.

Online Learning Provision at MGJS

 

Meath Green Junior Remote Learning Provision

 

During the summer term we worked hard at Meath Green Junior School to find ways of keeping teachers connected with their class as we worked through the COVID-19 pandemic.  Since returning to school in September we have continued to develop this further and our school has once again become a vibrant learning environment, in spite of all the pandemic restrictions in place.

Meath Green Junior School aims to continue to provide an ambitious and broad curriculum.  Remote learning refers to the provision of work, teacher support, assessment and feedback from teachers to pupils in the event that normal lessons are unable to be delivered ‘face-to-face’ as normal.

 

We have extensive plans for the provision of remote education where needed e.g.

  • provision for pupils who are self-isolating or shielding or
  • an extended period of full school closure due to lock-down – local or national

 

Expectations from remote teaching

When teaching remotely, the DfE will expect us to:

  • Plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers
  • Set assignments so that pupils have work each day in a number of different subjects, and monitor pupils’ engagement with these assignments
  • Teach a planned and sequenced curriculum so that knowledge and skills are built incremently, with clarity about what is intended to be taught and practised in each subject
  • Provide frequent explanations of new content, delivered by a teacher in your school or through 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
  • 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
  • Avoid an over-reliance on long term projects or internet research activities

 

What we will offer to our children in Year 3, Year 4, Year 5 and Year 6

(please be aware there is a possibility of some slight variation)

Everyday

Weekly

Teaching and Learning

Literacy

Maths

VIPERS - Reading

 

 

 

 

Answer sheets for all tasks so that children can be reflective and monitor own progress

Each week, we will provide regular learning opportunities to cover a selection of the following: Spellings, Punctuation and Grammar, IPC, Science, Art, Handwriting, PE, and PSHE. These will be independent tasks, without the need for video lessons. 

 

Pre-recorded lessons for introductions and bulk of teaching

 

Live lessons when timetabled or to set up small interventions to support

 

Live lessons will also be used as an informal catch-up once a week for class teacher to check in with their class to assess individuals welfare and wellbeing

 

 

A weekly assembly led by either Mrs Beasley, Mr Amerio or Mr Newell

 

Whole School Remote Learning Plan

 

We will ensure that one teacher from each year group will be providing the on-line taught lessons.  The other two teachers will be planning for the year group and carrying out wellbeing calls to families. 

 

We used the feedback from the Microsoft Form we sent out earlier this term about learning during the initial lockdown to ascertain what would best suit parents, pupils and staff. We have chosen a blended learning approach; One Drive to upload the resources as this enables the pupils to use materials and resources which they would use in lessons at school and ‘live’ and recorded lessons.

 

Listed below are some of the online resources we will be using:

  • Microsoft Office 365 One Drive
  • SPAG.com
  • MyMaths
  • LiteracyShed
  • Pobble 365
  • White Rose Maths
  • PiXL mental maths app
  • LBQ (Learning By Questions)
  • Nessy Reading and Spelling Programme

 

Expectations

Pupils are expected to:

  • Complete all tasks set by the end of the week
  • Attend live lessons that have been timetabled – Monday to Thursday
  • Make teachers aware if they are unable to attend a live lesson
  • Update teacher via e-mail at least once a week
  • Complete and submit LBQ questions to confirm learning by Friday at 3pm.  Any work submitted after this time will not be marked
  • Make teachers aware of any barriers to learning

Parents/Carers are expected to:

  • Inform school if a paper copy of work is needed and collect this from school on a Monday morning
  • Ensure understand and encourage child to follow daily/weekly timetable
  • Ensure that their child have accessed the virtual learning lessons which explains the learning for the week ahead
  • Check and read communications from school regularly and respond to as necessary
  • Inform school of any concerns/worries which may need addressing
  • Refer to FAQ’s about Remote Learning section on website
  • Make teachers aware of any barriers to learning
  • Staff are expected to:
  • Be in school Monday – Friday (where appropriate)
  • Use PPA day on a Friday to plan for following week and to address any safeguarding concerns
  • One teacher from each year group to work on a weekly rotation with the pupils in school (key worker/vulnerables) whilst other two teachers focus on recording lessons, safeguarding, small group video interventions
  • Upload examples of work on the school website or share videos/photos of pupils learning at home
  • Attend a staff meeting each week
  • All work to be accessible to pupils by 7 am on a Monday morning
  • Ensure that sufficient resources are made available to pupils (and differentiated for all levels of learning including SEND)

 

Any online contact between pupils and school staff must only take place through official school channels which are:

  • School Office 365 e-mails - Any live contact between pupils and staff will take place via a pre-arranged weekly class Microsoft Teams with no less than 2 pupils with parental permission.  These will only be scheduled between the hours of 9am and 3pm

 

Staff contacting pupils through personal phones or personal e-mail accounts, or any other third-party messaging software or video conferencing e.g. WhatsApp, Skype is strictly prohibited.

 

Supporting our SEND Pupils

The SENCo to check in with families of pupils with EHCP’s at the onset.  The SENCo will be available to be contacted by any families that have any concerns about special educational needs. 

For pupils on the Speech and Language registers

  • Speech and Language team to deliver intervention support via suitable communication method

For pupils receiving Emotional Literacy Support (ELSA)

  • ELSA team to check in with families as required

Children with SEND to follow the same path as all other children. 

 

Wellbeing during this time

At Meath Green Junior School, it is important to us that all members of our school community are healthy both physically and mentally. We recognise the responsibility we have for the physical development and the well-being of our children. We will exploit every opportunity through our curriculum to help the children develop the physical and mental strength to be successful and happy.  Wellbeing calls to families will be part of the MGJS provision. 

We are always looking for new ways to ensure that our pupils, families and staff are equipped with the right skills to ensure they have positive mental wellbeing and also where they can seek support should they need it.

 

Listed below are some website links to Mental Health and Wellbeing support should you need them.

 

Mental Health & Wellbeing: Website Links

 

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