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Blended learning: Thinking around some approaches for schools
In the secondary headteacher meetings throughout the coronavirus crisis, amongst other issues, schools have been willing to share their many and varied ways of continuing to provide high quality learning for all pupils. The group is keen to share some examples of how technology has been used in new and different ways to enhance learning, some of the practical issues to consider, and to collate in one place a range of the guidance which is available.
Contents:
DfE guidance materials 2
Derbyshire LA guidance on remote learning 5
Case studies from Derbyshire schools
• Using technology to provide access to the curriculum;The William Allitt School.
• Approaching blended learning using Microsoft Teams Live Events;Ormiston Ilkeston Enterprise Academy.
• Delivering highly effective blended learning;Outwood Academy, Newbold.
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Further online and distance learning research and information 19
Safeguarding and data protection flow charts in relation to remote learning 21
Blended learning: Thinking around some approaches for schools
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Department for Education (DfE) guidance materials Planning for blended learning: The DfE have released guidance to support schools to deliver a coherent curriculum to both pupils at home and in school. The resources will help with planning the curriculum for blended learning and identifying gaps in pupils’ understanding. The contents of each article have been summarised under the headings below for clarity. Note: the links to these documents are correct at the time of publishing and content is continually amended by the DfE.
Planning a curriculum to teach at school and at home www.gov.uk/guidance/planning-a-curriculum-to-teach-at-school-and-at-homeDeciding what to teach when planning for blended learning.
• Deciding what to teach on site and what to teach remotely• Deciding contact time by subject• Teaching the curriculum with less time on site• Maintaining curriculum breadth with less classroom time• Case studies A secondary school’s approach to adjusting the curriculum for use in school and
at home An approach to adjusting the curriculum for use in school and at home
Supporting staff in curriculum planning for blended learning www.gov.uk/guidance/supporting-staff-in-curriculum-planning-for-a-phased-return Examples of supporting staff in curriculum planning.
• Bringing school and home teaching into alignment• Considering the physical school environment• Being realistic and focusing on what’s most important• Helping teachers and subject leaders to plan the curriculum• Finding opportunities to talk and share practices
Pastoral care in the curriculum www.gov.uk/guidance/pastoral-care-in-the-curriculum How schools can provide additional emotional and pastoral support for pupils when they return to school following the coronavirus (COVID-19) outbreak.
Identifying and addressing gaps in pupils’ understanding www.gov.uk/guidance/identifying-and-addressing-gaps-in-pupils-understanding How schools can find out how much pupils know, and do not know, after a long period of remote education due the coronavirus (COVID-19) outbreak.
• Remote feedback and the first weeks back in the classroom• Finding out what pupils need• Strategies for identifying attainment gaps• Case studies Regaining knowledge and improving wellbeing Organising mixed ability pupils in smaller groups and helping those who need to
catch up
Making the most of reduced classroom time www.gov.uk/guidance/making-the-most-of-reduced-classroom-time Deciding what to teach in the classroom and what to teach at home.
• Deciding what to teach in the classroom and what to teach at home• Prioritising essential knowledge for remote study• Making the most of face-to-face time in the classroom• Supporting pupils to structure their home education
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Remote Learning: The DfE have provided guidance on supporting remote education. Below is a summary of guidance which is particularly relevant for ongoing remote education. There are case studies sharing examples of practice for remote education from schools and academies across England. These are being added to on a regular basis.
Supporting wellbeing www.gov.uk/guidance/supporting-pupils-wellbeing Schools have been using various methods to ensure that they are supporting pupils’ wellbeing and providing pastoral care.
• Maintaining wellbeing by setting realisticexpectations
• Maintaining a sense of community with parents,carers and pupils
• Maintaining a sense of community with staff• Providing pastoral support• Staying in contact• Identifying pupils who need additional support• Staying in contact with and identifying staff who
need additional support• Case studies
Online education resources for home learning www.gov.uk/government/publications/coronavirus-covid-19-online-education-resources Online educational resources for schools and parents to help children to learn at home during the coronavirus. There are subject-specific resources for:
• English• Mathematics• Science• PE• Wellbeing• Special educational needs and disability (SEND)
Adapting teaching practice for remote education www.gov.uk/guidance/adapting-teaching-practice-for-remote-education Schools have been using various methods to adapt teaching practice for remote education to best meet the needs of pupils.
• Designing activities that are accessible for pupils• Ensuring remote education is accessible offline• Getting technology support• Ensuring remote education practices are inclusive• Using existing technology• Providing training• Keeping a focus on effective teaching practice• Feedback and assessment• Allowing variation across your school• Case studies
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Adapting the curriculum for remote education www.gov.uk/guidance/adapting-the-curriculum-for-remote-education Schools have been using various methods to adapt the curriculum for remote education to best meet the needs of pupils.
• The amount of curriculum content schools are trying to teach • Balancing the consolidation of prior knowledge with teaching new content • Tailoring to phase and subject • Collaborating and sharing approaches • Tailoring the remote curriculum for pupils with SEND • Case studies
Keeping pupils motivated and engaged www.gov.uk/guidance/keeping-pupils-motivated-and-engaged Schools are using various methods to keep pupils interested and motivated when learning remotely.
• Motivating pupils remotely • Varying activities • Ensuring existing practice works remotely • Monitoring pupil engagement • Case studies
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Derbyshire LA guidance on remote learning The following articles of relevance to blended learning have been issued through Derbyshire SchoolsNet:
Remote or off-site working advice for schools: https://schoolsnet.derbyshire.gov.uk/administration-services-and-support/coronavirus-information/information-and-advice-to-schools.aspx Information about the DfE Funding Scheme for Remote Learning Platforms: https://schoolsnet.derbyshire.gov.uk/administration-services-and-support/coronavirus-information/dfe-funding-scheme-for-remote-learning-platforms.aspx
Advice on avoiding scams and cyber security guidance to ensure your school's IT teams and providers are prepared for an increase in home working: https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/cyber-security-guidance.pdf Online Safety for Children and messages for teachers: https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/online-safety-for-children.pdf https://schoolsnet.derbyshire.gov.uk/administration-services-and-support/coronavirus-information/safeguarding-covid-19.aspx A further source of information in relation to safer remote learning is: www.theeducationpeople.org/blog/safer-remote-learning-during-covid-19-information-for-school-leaders-and-dsls/ Data Protection Impact Assessments (DPIA): A DPIA is a risk assessment that evidences the due diligence taken by a data controller (in this case – the school) before passing data to a 3rd party: https://schoolsnet.derbyshire.gov.uk/administration-services-and-support/coronavirus-information/information-and-advice-to-schools.aspx The direct link to DPIA document is: https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/dpia-covid-19-zoom-and-microsoft-teams.docx
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Remote Learning: Safeguarding and Data Protection Considerations Safeguarding and child protection remains as important in this environment as anywhere else, and staff members should apply their school’s safeguarding guidance to online learning, just as they would to classroom working - staff who become aware of any child protection concerns should continue to follow their setting's established safeguarding procedures. Choosing a Platform: Video conferencing platforms can be an invaluable tool. However, schools should be aware that a heightened sense of urgency can also lead to an increased risk regarding safeguarding and data protection. Firstly, the school should distinguish between the use of video-conferencing service for use by staff at a school only and use by staff to contact pupils or their families. Considerations of the risks and benefits of these two different uses will be considerably different. Some video conferencing tools are well established and may already be in current use (e.g. Microsoft Teams and Google Meet) – others may have seen their popularity and uptake increase (e.g. Zoom). Whilst schools remain free to choose a particular provider, schools should first consider using the Microsoft Teams app, (free as part of their Microsoft Office package) or Google Meet (free as part of their G-Suite package); they are an effective means of communicating and have robust privacy settings.
Funding is currently available from the DfE for schools wishing to access G Suite for Education or Office 365 Education, who either do not currently have a digital education platform or, are not set up to use the platform fully. Please see link above.
Free training and support on all types of remote learning platforms is available from the National Centre for Computing Excellence (NCCE). Derbyshire County Council uses Microsoft Teams and has created a series of guides on the use of Microsoft Teams for its employees which schools may find useful and can be found here – Microsoft Teams Guide – https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/microsoft-teams-guide.pdf Microsoft Teams Guide for External Participants to Teams Meeting – https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/microsoft-teams-guide-for-external-participants-to-teams-meeting.pdf Microsoft Teams Guide to Scheduled Team Meetings - https://schoolsnet.derbyshire.gov.uk/site-elements/documents/administration/microsoft-teams-guide-to-scheduled-teams-meetings.pdf Zoom has attracted some negative press attention over its Cyber-security and for its privacy settings. Schools should be aware; several, high profile security breaches on Zoom have been the result of data being wrongfully shared by users (www.tes.com/news/coronavirus-head-warns-pupils-after-zoom-porn-attack) – ‘The (details, date and time of the) meeting was shared freely over Twitter and was not password protected’.
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Zoom have acknowledged the concerns around the use of their platform and set out the steps they are taking to address concerns in a blog post at: https://blog.zoom.us/wordpress/2020/04/01/a-message-to-our-users/ and published guidance for administrators on setting up and securing a virtual classroom: https://zoom.us/docs/doc/School%20Administrators%20Guide%20to%20Rolling%20Out%20Zoom.pdf. Further reassurance was provided in an email by Zoom on 9/4/20. Data Protection: Schools should always maintain the same high standards of data protection, when sharing events and lessons via video conferencing, as they would sharing any other sensitive, personal or confidential data. The requirements of the GDPR to assess the lawful basis for Data Sharing and the Data Protection suitability of providers of services still apply in the event of school closures please ensure you have completed a DPIA, to assess the risk and document the necessary guidance and procedural framework. for whichever platform you use. Schools can access support on completing DPIAs at [email protected] Safeguarding: When working remotely, schools should ensure the following: • Staff members do not hold one-to-one videoconferences with a pupil due to safeguarding risk.
• Staff only use school accounts for any online platforms and check the privacy settings.
• Profile pictures are be professional, for example those used for staff ID badges or staff notice boards.
• Phone calls using home or personal devices are made using appropriate anonymity features, for example by using the prefix 141 to ensure staff members personal contact details are not visible.
(schools should consider the purchase of dedicated mobile telephones for the purpose of teacher to pupil//family communications and as an emergency contact for the school number e.g. for DSL use).
• Staff do not use or share personal telephone numbers, email accounts, or social media links with pupils or parents.
• For the purposes of video-conferencing, where pupils do not have school accounts, the parents’ or guardians’ account are used, where possible.
• Staff use parents’ or carers’ email addresses or phone numbers to communicate with children, unless this poses a safeguarding risk.
• Staff work against a neutral background (most platforms have the ability to blur a user’s background).
• Staff present themselves as they would if they were giving a face-to-face lesson.
• Instructions are published in advance of delivery of live online lessons, these should be drafted in line with their setting’s safeguarding and child-protection policy and procedures.
Schools should ensure that staff members are able to contact the Designated Safeguarding Lead (DSL) or deputy DSL, should they have any concerns about a child. Examples of potential concerns may include:
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• A staff member seeing, or hearing, a concern during an online lesson.
• A disclosure, made by a pupil, during a phone call, via email or in the course of a lesson.
Schools should not record pupils during online lessons due to the implications of the Data Protection Act (2018). Staff members are advised to record the length, time, date and attendance of sessions held. Further information can be found at: https://learning.nspcc.org.uk/news/2020/march/undertaking-remote-teaching-safely/ https://swgfl.org.uk/resources/safe-remote-learning/
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Case studies from Derbyshire schools Case study 1: Using technology to provide access to the curriculum; The William Allitt School
Jackie Cooper, Headteacher, The William Allitt School At the essence of the plan to enhance how teaching and learning is delivered, was a realisation that the constantly improving technology landscape had to be embraced - not partially accommodated. We wanted to adopt a plan where technology was integral, not just to immediate school improvement, but also has the long-term benefit of preparing our students for a world now immersed in skills they are acquiring through this solution. Strategy
Before we could explore the many platforms that could deliver our ambitions, we needed to ensure each student had an equal opportunity to take advantage of our plan. To achieve that, in an inequitable society, we accepted we had a responsibility to furnish each student with their own device. This meant not just equality in the classroom, but also at home for seven days per week, fifty-two weeks of the year. To achieve such a huge financial undertaking required full commitment to an economy drive that reduced spending dramatically in areas such as stationery and printing costs; also providing a welcome environmental contribution as a derived benefit. Hardware budgets set aside for updating static desktop-dominated classrooms were also incorporated into our plan, allowing for greater fluidity in timetabling. By achieving our financial plan, without a need for sponsors or partnerships, we retained complete autonomy over the systems and software platforms we wished to choose to deliver our vision.
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Vision and implementation January 2020 was the target for beginning to roll out our new technology-based ethos. Senior leaders supported by our IT department had explored various options for delivery, but Microsoft was chosen due to their huge array of educational tools and support mechanisms including:
• OneNote, a digital notebook for capturing, storing and sharing a variety of information as well as updating some classroom practices;
• Teams, allowing the delivery and real time marking of homework and assignments and a safe environment to work within;
• Some staff already having some expertise on the system to lead the way, with other staff quickly gaining confidence from seeing the work their peers were doing;
From September 2020 effective use of laptops and Teams was part of department development time, allowing staff to share professional learning at a subject-specific level as well. Office 365 tools encouraged staff collaboration, whilst reducing workloads which staff appreciated. It allowed them to:
• Work together on planning documents such as lesson planning and assessments; • Communicate online; • Add files for collaborative sharing/editing to a shared space where they keep meeting
notes and agendas. Senior leaders, who were not always in school together, were also able to meet through Microsoft Teams meetings, rather than just phone calls. This allowed a greater sense of business as usual, despite the difficult conditions faced by all. COVID-19 Lockdown When it was announced on Wednesday 18 March that school would close at the end of Friday 20 March, indefinitely, to all but the children of key workers and those who were vulnerable, we felt well positioned to respond to our students’ needs. Although our new ethos was in its infancy, we were able to ensure that, firstly, all students had a device on which to work. Year 7 and 10 already had devices provided by school and we used our sets of classroom laptops to equip any student who needed a device. As devices were issued, connectivity was discussed, and issues solved where necessary. When we reached 20 March, laptops were delivered where needed as part of the daily delivery of food parcels and free school meals. We set up two dedicated email addresses (‘laptops’ and ‘pastoral’) to simplify communication for parents and the lead for each area was tasked with ensuring all emails were answered by one of their team. We also knew both staff and students already had sufficient understanding of Microsoft Teams to allow regular assignments from the curriculum to be delivered, and for students to receive swift feedback and marking from staff.
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The whole child Being able to effectively implement the laptop solution relied on a strong support system for students and their families. We have used a system from day one to monitor which students were not accessing work and allow our pastoral team to make calls home to check on student and family welfare. Staff and students communicate through Microsoft Teams and the dedicated email addresses with specific concerns (thereby using secure systems), and we use our SIMS system to record details of individual contact so that all involved are sharing information. We also have ‘MyConcern’, a web-based system that can be securely accessed from home, to record concerns that may be related to child protection. A formal return has been made fortnightly since lockdown from each teacher detailing where work is not as expected. Where this is a pattern for a particular student, the pastoral team contact home to explore the barriers to learning and work with parents, student and teaching staff to remove them.
The calls addressing work concerns adds to the full welfare and support contact that the pastoral team also make to parents, and sometimes direct to students at parents’ requests. All those indicated as vulnerable have at least weekly calls from the pastoral team and more often where needed. Staff have been vigilant and liaised with the pastoral team where they have not heard from a student for a while, or if work submitted raises concerns, and these have then been called by the team. Some tutors have made calls to their groups, particularly in KS3 where the student’s ability to cope with the situation will be less well-developed. More recently, staff have started to use live lessons, and these have been particularly well received in younger years, where students have not been out of the house for long periods of time. On a weekly basis, where contact cannot be made by phone, the pastoral team are making ‘distanced’ house visits, talking to parents and students from the end of the garden or path to make sure that they are safe and well. There have been more extreme cases to deal with – parents who have no food in the house and the vouchers were too complicated for them to understand at first; students whose low ability meant they struggled to manage in an online environment; students whose parents have asked for our help in managing behaviour or work. The level of trust that has been built with families means that they will call with requests and accept our intervention and support. In turn, this has led to a very positive response to our Year 10 plans and high attendance from students.
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Case study 2: Approaching blended learning using Microsoft Teams Live Events; Ormiston Ilkeston Enterprise Academy Nia Salt, Principal, Ormiston Ilkeston Enterprise Academy Background to the approach: Some of the context and issues we were facing were:
• The Ilkeston catchment contains one of the most deprived areas in the country. Our school has a high proportion of disadvantaged students; a high proportion of SEN students; and a high proportion of vulnerable students.
• 20.3% of our identified vulnerable cohort attended school on a regular basis from the start of lockdown.
• During the opening of the school for limited groups of students during coronavirus, the engagement and submission of work had come to a halt and was not increasing further than 60/70%.
• Engagement and submission had been much lower for SEN and PP students. • Over one hundred work packs were being sent home for various reasons. Often there
was a laptop in the house, but there were more people who needed to use it than were able.
• Most houses/children had a smart phone. • Some houses had no devices and no internet access. • Some parents were concerned around the motivation of their children and their ability to
help them with the work if they got stuck. • We use ‘Show My Homework’ and email contact for submission and contact with
children. • Prior to ‘lockdown’, we had established phone calls home to check in and support with
work/submissions/getting the right help from the right member of staff. During lockdown, parents and children talked of missing their teachers and wishing they were in lessons.
• When considering our approach to remote learning we were concerned that some platforms were not safeguarding-friendly for delivery into homes and were open to corruption or were not conducive to settled learning.
• From our Student Voice we received feedback which asked for contact time with teachers.
• As the lockdown period evolved there was increasing discussion, as a trust, linked to live lessons.
Rationale for our approach: In our planning for a different approach we recognised:
• A need for engagement and submission increase. • A need for equity of access to the curriculum to be a focus. • A need for a bridging opportunity to allow for getting ready for a ‘new’ or ‘old’ normal for
September. • A need for teacher student relationship to be used to promote learning and to reduce
anxiety. • The opportunity for direct praise and support for misconceptions. • A break for parents and children fully engaged in an online lesson ‘managed’ by staff.
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Planning for success: Our leaders for teaching and learning and leadership support researched and tried out the differing platforms. Microsoft Teams live events was chosen as it fit the brief for our student’s needs. We chose to use Microsoft Teams Live Events because:
• This broadcast delivery automatically records and can be kept for viewing at another time. This gave scope for using these lessons for revision as well as the intended purpose at present.
• Recorded events can be paused. Students who need to take time with their learning and lower ability students can stop and catch up.
Following this evaluation, the following took place: • The two leaders researched further into the functionality of Microsoft Teams Live and
practised events between themselves. • Discussion with our IT support provider about the feasibility of adding to student’s
profiles and our system coping with the traffic. • Discussion with safeguarding leads to work out any possible concerns. • Discussion with SENCo to look at how this supports all students’ learning. • Discussion and demonstration to SLT and middle leaders with background and rationale
explained. • All staff were offered CPD on Live Events. This
consisted off an actual live event; a step by step guide in setting up the event and video tutorials on moving from a visualiser/PowerPoint/video clip. Some staff took the option of a 1:1 to support them in the process.
• Explanation that this is a live broadcast rather than a meeting. The children can see you but not each other and the teacher cannot see them. Whilst this has limitations, it is a safe way of working.
Launch:
• We put a timetable together of live events, we keep this the same each week to support students’ routine which will also help them re adapt to the regiment of school life when they return.
• We put the links on ‘Show My Homework’ as one document each week, as well as send an email to each year group. In addition, we send out a text to parents, weekly for Years 7-9 and daily for Year 10 to give them notification of the times of the events.
• We ran the first week as a trial so that staff and students could identify any issues and we could solve them before we made it a compulsory part of their home learning.
• In the second week the live events took the place of one lesson Year 7-9 for each subject. To support these sessions staff still set support materials on ‘Show My Homework’ which are clearly identified as such.
• Staff have chosen how they run these sessions, (this was a key part of the buy-in from staff). Some staff upload a pre-recorded PowerPoint, others prepare videos of themselves modelling a technique, others run it like a lesson.
• Year 10 have three sessions each day, differentiated to support students in completion of their work.
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The suggested structure of a Microsoft Teams Live Event at OIEA from launch was: • Misconceptions can be discussed from previous week’s work (you need to gather
feedback from other staff either through email or through your weekly meeting). • Introduce a new concept, do a demonstration/experiment etc. • Question & answer.
www.oiea.co.uk/news/
Safeguarding and Wellbeing: Using a live event within Microsoft Teams has several advantages:
1) Only the staff member is on video so no age restriction for student; the staff member can choose whether to show their video.
2) Staff are in complete control over what is seen on the ‘Question and Answer’. 3) Microsoft automatically records the event, a student can then access this later. 4) Staff’s children are not to be in shot. 5) Students cannot use their cameras. 6) Students cannot use the chat function (we disabled this on their Microsoft Teams
accounts). 7) The staff member could choose whether to show themselves or not (this helped with
staff buy in). 8) Students feel secure as they know that the other students cannot see their questions
and so they feel more able to ask questions without feeling embarrassed. 9) The live events in Microsoft Teams are easily set up, can be accessed later and do not
need to be actively recorded. This has two benefits; firstly, a student can access it at any time without having to wait for a recording, and secondly a staff member is automatically recorded which is important for their safeguarding.
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Other considerations:
• Students and parents were sent the ICT acceptable use policy to re-read. All staff and students have signed this. This was to cover staff concerns about the possibility of students taking photos or recording them. We were clear that there would be consequences for misuse and staff were also encouraged to use PowerPoint and voiceover if this helped them to feel more comfortable in delivery.
• Students were set up with Microsoft Teams live on their school platforms. Students are not able to create their own ‘Teams’ or use the chat option to one another.
• Students and parents were asked to report a concern to the DSL about anyone using the platform inappropriately.
• Information to parents and students was clear that behaviour, when working as part of an online live event, should be as expected in normal classroom learning: quietly listening to the teacher and completing work; prepared to ask and answer academic questions; attempt learning tasks and ask for help and support, whatever the challenge; work respectfully with others when in a group.
Staffing:
The guidance which we gave to departments was that the staffing was up to them and their workload of blended learning. We gave suggestions such as; “You can give one member of staff a year group, but you need to ensure where possible that they are not on the key worker timetable at this time”, “You can give a member of staff that is shielding in your department all of the sessions as this would support the rest of the team who are in doing keyworker sessions and pods”.
Impact: • Staff voice has been positive about the live event training and they all felt they were given
the tools needed to be able to deliver these sessions. • ‘Show My Homework’ engagement data clearly shows there has been an increase in
submission rates across all year groups. June 1st and June 8th (when we started ‘Lives’) were our highest engagements yet. The increasing trend over time has continued; this could be linked to our increased home contact, but also our incessant drive to improve the quality of our home learning provision through live events, for example.
• The graph of data below includes 6 and 13 April as Easter holidays and 25 May as half term.
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• Data from live events clearly also shows there has been a significant increase in students
accessing these events across all subjects and across all years, which supports the student voice findings that these sessions are valued by our students.
• Student voice indicates that students enjoy the sessions where the teachers uses it like a lesson. 52% of students said they preferred this style; the next popular type was pre-recorded PowerPoints with 25% of students ranking this as their favourite.
• Student Voice has been overwhelmingly positive, overall students have rated the live lessons at 3.54 rating out of 5. Students’ comments:
‘Live lessons help me understand the lesson’ ‘Great way of learning’ ‘If I am stuck on something, I can ask questions’ ‘You can interact with your teacher’.
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Case study 3: Delivering highly effective blended learning;
Outwood Academy, Newbold Steve Roberts, Principal, Outwood Academy, Newbold Wider reopening plan for Outwood Academy, Newbold Throughout the period of lockdown, we have been using Google Classroom to support home learning. In addition to the work of academy staff, we have used resources developed by our subject directors and also the resources provided by Oak National Academy which OGAT contributed to at primary level (www.thenational.academy/).
In addition to subject Google Classrooms, we set up VMG (vertical tutor groups) and also whole year classrooms. Year 11 students joining our Sixth Form were set up separately with bridging work made available, and all our external applicants were invited to join that process. Year 11 transitioning to college were supported with core subject support. Across the trust we have not used ‘live teaching’ over Google Classroom or Google Meet, but are considering this. When the decision was made to allow some face to face contact, we wanted to get Year 10 and 12 students in and support their remote learning. We developed the role of ‘academic tutor’ to provide pastoral support, help students become better remote leaners and help structure an improved remote learning experience. We have also developed a tracker for all teaching staff to update any concerns from home learning so that an academic tutor can effectively plan for the needs of their individual students within their bubble.
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We had a belief that, whilst the pastoral and mental wellbeing/welfare of our students is paramount, and that their one session per week had to be meaningful in supporting remote learning, we needed to make it feel like school. Therefore, we considered how we could get some teaching into the sessions. The following factors were considered and planned for:
• Groups were designed around an average of their core subject predictions, so the ability range was smaller.
• They were then grouped by EBacc subjects, so the bubble members had commonality of subjects studied within their bubble.
• We then wanted to provide a way in which the academic tutor could facilitate a masterclass without the planning expectation; the masterclass had to be outstanding really to be effective.
Our masterclass team is comprised of outstanding teachers, and those unable to return to work due to shielding. They compile 45-minute sessions (with tasks if necessary) which are designed to be upbeat and welcoming for the students, making it worth their while coming in. The content focuses on the most important aspects from the work set during lockdown. There will be no new content taught. This is about academic stabilisation, consolidation and reinforcement of knowledge. Tutors then compile their academic tutor session to meet the needs of their groups. They have one masterclass per core subject and EBacc subject to get through in a fortnight (2 x 2-hour sessions). In addition, we provide a mechanism to support our CareersInc CEIAG advisors engaging with our students remotely, and also a way in which we can signpost additional pastoral support. This does not replace any mechanism for reporting safeguarding concerns should they arise; that is still via CPOMS. The Year 12 programme is based around Post 18 aspirations and includes (in addition to A Level subject support): introduction to careers advice and guidance; UCAS awareness and signposting; virtual open days; personal statement writing; and stabilising the end of Year 12 subjects ready for Year 13. Students are grouped based upon our understanding of their Post 18 aspirations, for example, university or higher-level apprenticeship. A similar tracker is in place to ensure all students’ needs are met and, when possible, we will develop some subject group sessions.
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A selection of further online and distance learning research and information: EEF reflections on distance learning:
https://researchschool.org.uk/sandringham/news/distance-learning-reflections-on-the-eefs-rapid-evidence-review/?mc_cid=6f9a910b84&mc_eid=16e109b909 https://educationendowmentfoundation.org.uk/news/blog-what-learning-should-we-be-promoting-for-home-during-school-closures/ https://educationendowmentfoundation.org.uk/covid-19-resources/support-resources-for-schools/
Further information from Derbyshire LA:
www.derbyshire.gov.uk/social-health/health-and-wellbeing/health-protection/disease-control/coronavirus/schools/learning-from-home/support-for-children-learning-from-home.aspx www.derbyshire.gov.uk/social-health/health-and-wellbeing/health-protection/disease-control/coronavirus/schools/learning-from-home/online-safety/online-safety.aspx www.derbyshire.gov.uk/social-health/health-and-wellbeing/health-protection/disease-control/coronavirus/schools/schools-parents.aspx
Links from other sources:
Top tips: www.suttontrust.com/top-takeaways-for-online-delivery/ Remote learning: https://my.chartered.college/2020/04/remote-learning/ Interesting blogs:
https://teachleadco.wordpress.com/2020/03/28/distance-learning-from-an-ap-perspective-first-week-reflections/ https://teachleadco.wordpress.com/2020/04/07/distance-learning-from-an-ap-perspective-second-week-reflections/
Moving teaching online: challenges and opportunities; a podcast from NCCE: https://open.spotify.com/episode/5ARthdxn1aaGhDUV9E2ehC?si=PAitZ1PARKCS6ETFruOreg Safer remote learning: www.theeducationpeople.org/blog/safer-remote-learning-during-covid-19-information-for-school-leaders-and-dsls/ TES article: www.tes.com/news/6-ways-take-remote-out-remote-learning The Ed Tech Demonstrator Programme includes a network of schools and colleges across England who exhibit effective practice in the use of technology: https://edtech-demonstrator.lgfl.net/home
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A series of articles from a variety of sources: www.independentthinking.co.uk/blog/posts/2020/march/learning-in-quarantine/ www.independentthinking.co.uk/blog/posts/2020/march/learning-in-quarantine-part-two/
Traps that will kill online learning and strategies to avoid them: www.edsurge.com/news/2020-05-01-5-traps-that-will-kill-online-learning-and-strategies-to-avoid-them An interesting read with tips to make remote learning more effective: www.forbes.com/sites/nataliewexler/2020/04/08/7-tips-to-help-make-remote-learning-more-effective/#72ac663a62c3
A selection of articles from ‘The Key’: Home page with all links: https://covid19.thekeysupport.com/leading-your-virtual-school-during-coronavirus-covid-19/ Remote learning: safeguarding pupils and staff: https://schoolleaders.thekeysupport.com/covid-19/safeguard-and-support-pupils/safeguarding-while-teaching/remote-teaching-safeguarding-pupils-and-staff/?marker=sub-topic About using a digital education platform hub and the funding available: https://covid19.thekeysupport.com/covid-19/deliver-remote-learning/make-tech-work-you/digital-education-platform-hub/?marker=module-imagepromo-block How to deliver remote learning: https://covid19.thekeysupport.com/covid-19/deliver-remote-learning/?marker=module-imagepromo-block Remote learning policy: https://schoolleaders.thekeysupport.com/covid-19/deliver-remote-learning/lead-your-approach/remote-learning-policy-model/
Safeguarding and data protection flow charts in relation to remote learning which have been provided by the Education Data Hub are included on the following pages.
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Illegal means something against the law such as:
• Downloading child sexual abuse images
• Passing onto others images or video containing child sexual abuse images
• Inciting racial or religious hatred • Serious cyber bullying
Follow the flowchart relating to inappropriate
incidents.
If you are not sure if the incident has any illegal aspects contact the Cyber Protection Officer Jodie Nevin 07545100698 [email protected]
Yes Was illegal material or
activity found or suspected?
No
• Confiscate any laptop or other device if the activity related to a staff member/pupil and disable the user account.
• If the incident is an attack from outside the school/setting, identify the affected machines and isolate them.
• Save any evidence but DO NOT view or copy any suspected illegal images/videos.
Inform Action Fraud 0300 123 2040 And follow any advice given by the police If a pupil/s is involved consult with a senior DSL and follow the agreed safeguarding procedures for your school and consider contacting the police If a member of staff is involved complete a referral form and submit to the Local Authority Designated Officer, [email protected]
Following an incident the e-safety coordinator / Headteacher will need to decide quickly if the incident involved any
illegal activity.
Flowchart relating to an illegal e-safety incident
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Flowchart relating to an inappropriate e-safety incident
The Designated Safeguarding Lead/ on line safety coordinator record any incidents in the safeguarding incident logs and keep any evidence.
• Consult with the DSL/S • Review incident and identify
if other pupils were involved. • Decide appropriate actions
around the police and safeguarding procedures
• Decide on sanctions based on the acceptable user policy rules/guidelines.
• Inform parents/carers • Consider the child instigator
could be at risk. • Review procedures/policies
to develop best practice.
Yes Did the incident involve a
member of staff?
No
Incident could be: • Using another persons user name and
password, • Accessing websites which are against school
policy. • Using a mobile phone to take video during a
lesson, • Using the technology to upset or bully
(in extreme cases could be illegal).
Was the pupil the victim or the
instigator?
Pupil as instigator
Pupil as victim
If member of staff has: • Behaved in a way that has, or may have
harmed a child, • Possibly committed a criminal offence, • Behaved towards a child in a way which
indicates s/he is unsuitable to work with children.
Complete a referral form and submit to the Local Authority Designated Officer, [email protected]
Contact the Local Authority Designated
Lead
• Review evidence and determine if the incident is accidental or deliberate.
• Decide upon the appropriate course of action.
• Follow disciplinary procedures (if deliberate) and contact Human Resources.
• If the Headteacher is involved contact the Chair of Governors.
Follow the flowchart relating to
inappropriate incidents.
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Users must know to switch off their screens or close their laptop if they find something unpleasant or frightening and
then talk to a trusted adult
Refer to pupils as victims e-safety document
Flowchart relating to PUPILS as victims of e-safety incidents.
Incident assessed to consider who will need to be involved: • Designated Safeguarding Lead• Headteacher/On line safety coordinator• Childrens Services• The police
Inappropriate image viewed by child(ren)
Unacceptable contribution online to a webpage / forum / social media platform.
Bullying or incitement via a school’s webpage / forum / social media platform.
Child safety concern webpage / forum / social media platform.
• Turn off monitor.• Isolate computer.• Record the incident and
immediately report to filtering provider to investigate.
• Provide appropriate opportunity forchild(ren) to talk about what they have seen.
• Inform parents/carers.• Consider the
safeguarding procedures• Consider reporting to the
police
• Take a screen shot ofcontribution includingthe name of thecontributor.
• Delete (or ask child todelete) contribution.
• Discuss contributionwith child(ren) involved (or group) as appropriate.
• Warning given tochild(ren) or sanctions.applied as appropriate.
• Parents/carers to beinformed
• Take a screen shot ofcontribution including thename of the contributor.
• Delete (or ask child todelete) contribution.
• Investigate the incidentconsidering the seriousness, the persistent nature of any activity and the age of the child.
• Inform parents/carers.• Consider referral to cyber
protection officer.• Consider referral to
Childrens Services
• Refer to Call Derbyshireon 01629 533190(Childrens Social
Care services)
• The incident MUST berecorded, including allactions and outcomesby the DSL.
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Staff as instigators Follow appropriate steps below:
Contact HR for initial advice and/or contact the Local Authority Designated Officer (LADO)
Miles Dent 01629 531940
In all serious cases OR if the incident involves the Headteacher you must contact the Chair of Governors and the LADO
If the case is not serious then contact the member of staff and request the offending material be removed immediately. Refer to the signed ICT Acceptable Use Agreement, Professional Code of Conduct and consider if this incident has an impact on the Contract of Employment of the member of staff.
All incidents should be reported to the Headteacher and/or Governors who will:
• Record in the school safeguarding logs (depending on the severity) • Consider who else may need to be consulted / informed • Record any steps taken in relation to the incident • Keep any evidence – printouts, logs or screen shots as appropriate
Parents/Carers as instigators Follow appropriate steps below: Contact the person and arrange a meeting to discuss the situation. • State that you have become aware
of discussions taking place online and you need to discuss this.
• Refer to the signed Acceptable Use Agreement and relevant policies, such as Social Media Policies.
• Request any offending material be removed.
• If the material breaches the rights of the third party (such as the photo of another child) refer to data protection legislation.
• If this does not solve the problem consider involving the Chair of Governors/seeking legal advice
You may also wish to send a letter to the other parents involved.
Pupils as instigators: Follow appropriate steps below: • Identify the pupils involved, • Ask pupil to remove offensive
material. Refer to the signed Acceptable Use Agreement,
• If the perpetrator refuses to remove the material and is under 13 contact the Social Network who will close the account,
• Take appropriate actions in line with school policies/rules,
• Inform parents/carers Inform the DSL and the DSL to consider the safeguarding procedures/referral to Childrens Services For serious incidents or further advice, refer to Digital PCSO: James Land: [email protected].
Be careful when reviewing evidence not to resend/share or
copy illegal materials as this could be classed as distribution.
Further contacts to support staff include: Their Union (if they are a member) Governors Derbyshire Police Derbyshire Safeguarding Board ACAS
Flowchart relating STAFF as victims of e-safety incidents.
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