In September 2020, all our classes returned to full-time education following the Covid-19 closure in March. Although we hope that the majority of our children will now have an uninterrupted experience, there is the possibility that an individual child, a class bubble, or indeed the whole school, will need to self-isolate for a period of time. We have therefore put in place a plan for remote learning so that all children can continue with their education. This meets the expectations set out in the DfE guidance ‘Remote Education Support’
If a child does not have access to a computer/laptop and/or the internet, the school will do all it can to support children. Where funding can be accessed, remote devices (eg, laptops) and/or 4G connections will be sought, particularly for disadvantaged children. Parents will be reminded to make the school aware of any barriers to accessing remote learning.
When we locked down in April, Remote Learning was something for the future. The staff have worked tirelessly in ensuring that if your child is self-isolating or if the bubble bursts and the children are learning from home, that their learning continues. Remote learning information will be emailed to parents, so please make sure your email address is correct. Information will also be provided by Google Classrooms and on this page. Each day, the teacher will provide videos which will model the learning in English and maths, as well as additional teaching resources. Your child will also have chance to meet their teacher via video meeting each day to discuss the learning on google hangout.
If a child has a special educational need, it is important that they access the provision that they would in school, through teacher modelling, scaffolding and differentiation; this will be provided through the google classrooms and teacher videos. Children who need personalised learning during a period of remote learning, will receive this in the google classrooms and in some circumstances through concrete resources, sent home.
We will also be contacting pupils to check in and keep in contact. Calls will be made during weekdays during school hours. Please note these may be from withheld numbers.
Please use the email address below if you have any difficulties accessing remote learning.
If it is difficult for you or your family to access remote learning, due to wifi problems, or limited access to an appropriate device, please email the school on the appropriate email address below.
Help with remote learning
1. Establish routines and expectations
It is important to develop good habits from the start. Create a flexible routine and talk about how it’s working over time. Chunk your days into predictable segments. Help children get up, get dressed and ready to learn at a reasonable time. Everybody make your bed! Keep normal bedtime routines, including normal rules for digital devices. Adjust schedules to meet everyone’s needs but don’t default to staying up late and sleeping in (However, a ‘duvet day’ now and then can be a treat).
2. Choose a good place to learn
Your family’s regular learning space for occasional homework might not work for extended periods. Set up a physical location that’s dedicated to school-focused activities. Make sure it is quiet, free from distractions and has a good internet connection. Make sure an adult monitors online learning. Keep doors open, and practice good digital safety. Our teachers, counsellors and safeguarding teams will do the same.
3. Stay in touch
Teachers will mainly be communicating regularly through our online platforms and virtual learning environments but will also be making weekly telephone calls as will Mrs McHugh, for children with SEND needs and Mrs Wilding, for families, she has been working with. Make sure you know how to find the help you need to help your child become successful. Stay in contact with classroom and support teachers, school leaders but understand it may take a day or two for us to respond. If you have concerns, let someone know.
4. Help students ‘own’ their learning
No one expects parents to be full-time teachers or to be educational and content matter experts. Provide support and encouragement, and expect your children to do their part. Struggling is allowed and encouraged! Don’t help too much. Becoming independent takes lots of practice. At St Joseph's, your child usually engages with other children and any number of adults hundreds of times each day. Many of these social interactions will continues from a distance, but they will be different. You cannot replace them all, and that’s OK.
5. Begin and end the day by checking-in
In the morning, you might ask:
• What classes/subject do you have today?
• Do you have any assessments?
• How will you spend your time?
• What resources do you need?
• What can I do to help?
At the end of the day you might ask:
• How far did you get in your learning tasks today?
• What did you discover? What was hard?
• What could we do to make tomorrow better?
These brief grounding conversations matter. Checking in with children to process instructions they received from their teachers, and it helps them organise themselves and set priorities – older children too. Not all children thrive in distance learning; some struggle with too much independence or lack of structure. These check-in routines can help avoid later challenges and disappointments. They help children develop self-management and executive functioning that are essential skills for life. Parents are good life coaches
We use G Suite for Education - a set of education productivity tools from Google including Gmail, Calendar, Docs, Classroom, and more used by tens of millions of students and teachers around the world. Pupils will use their G Suite accounts to complete assignments, communicate with their teachers and learn 21st century digital citizenship skills, using mostly Google Classroom.
We use a special version of the core G Suite Apps to provide a secure learning intranet for our pupils and staff.
Children use a Gmail login to access our system servers and the intranet and internet in school. With school Gmail and Google Docs, for example, work and emails cannot be shared with external email accounts, only with others within @sjp.academy - the school’s Google domain. Google require basic information to set up these accounts, your child’s leaving year and name.
Google Cloud does contain much of the electronic work that your child completes in school. By logging in at home, using the same login as at school, your child can continue working on projects started in school, often using one of the main apps of G Suite, Google Classroom.Our pupil accounts have a particular set of security settings to reflect the fact that the system is being used by a child - they have a much higher security setting than our staff for example. We take advice on these settings from companies that advise us.
On leaving the school, we can transfer your child’s digital learning record to his/her own gmail account through the Google TakeOut system - the school does not then retain any data. This can be a wonderful souvenir of learning. Google accounts are deleted within a few weeks of a child leaving St Joseph’s.
The information below from Google provides answers to common questions about what they can and can’t do with your child’s personal information, including:
What personal information does Google collect?
How does Google use this information?
Will Google disclose my child’s personal information?
Does Google use student personal information for users in K-12 schools to target advertising?
Can my child share information with others using the G Suite for Education account?
G Suite for Education information for Parents and Guardians
This notice describes the personal information we provide to Google for these accounts and how Google collects, uses, and discloses personal information from pupils in connection with these accounts.
Using their G Suite for Education accounts, pupils may access and use the following “Core Services” offered by Google Classroom (described at https://gsuite.google.com/terms/user_features.html):