At Emily Wilding Davison (EWD) School  we recognise that, at times, some students find the size, pace and expectations of the setting challenging; this might be short or long term. As a result of this we may seek Alternative Provision (AP) to provide academic and career focused intervention to support during periods where they are unable to attend the school site for their education.

Student needs requiring Alternative Provision:

• High anxiety, acting as a barrier to accessing school site
• Overwhelmed by number of peers, challenging behaviour, academic expectations
• Poor self esteem
• Lack of ability to maintain positive social engagement with peers
• Youth Offence related needs
• Gaps in attendance that have resulted in disengagement with learning, build confidence & ability before returning to school
• Antisocial behaviour causing disruption to peers’ access to education
• Complex mental health needs
• Emotional and educational needs

Alternative provisions are used with the core aim to advance pupil development in readiness to return to settings like EWDS

Remote Learning

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

In those first few days we will provide links to work on Seneca and/or supply work packs to students who require paper copies of work.

Following the first few days of remote education, my child be taught broadly the same curriculum as they would if they were in school. This will again be through a blend of activities, work packs or online working arrangements through Google Classroom and Seneca.

Remote teaching and study time each day

Each day students will be encourage to complete set tasks which will very in length. These will be designed by staff who have worked closely in school with them and recognise appropriate duration periods for set pieces of work.

Accessing remote education

Your child will access any online remote education via school log ins which they will either already have, or will be sent within the first 72 hours of extended closure measures.

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education: work packs will be generated with insturctions for completion.

How are students taught remotely?

We use a combination of the following approaches to teach pupils remotely:

Google Classroom

Seneca

Paper, delivered, work packs

 

Engagement and feedback

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:

Regular communication with students and families

Online assessments

 

Additional support for pupils with particular needs

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:

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.