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Home Learning

What does home learning look like in Gloucestershire’s schools?

Click the link in the box on the right to access ideas and resources to help teachers to support home learning.

Below are some examples of what home learning provision looks like in some of the county’s schools.

This is not intended as a record of provision, but merely a brief overview, with some illustrative examples, so that schools can see what others are doing. Leaders will have chosen their approaches to suit the needs of the pupils at their school but this may not necessarily be the right approach for other schools. Provision may change over the coming weeks, particularly if school closures continue for a long time.

If you would like to share what your school is doing for inclusion on this page please email a brief summary and some illustrative examples or a web link to sandra.parker@gloucestershire.gov.uk

 

What Gloucestershire schools are doing

Castle Hill Primary

Castle Hill Primary has adopted a phased approach to their home learning. The idea is that there is something different every couple of weeks to keep momentum going. In summary:

  • Phase 1 - Recommended websites given to parents if they needed to self isolate. This was when the school was still open.
  • Phase 2 - School closed. Parents linked to TWINKL home learning and White Rose Maths resources. Staff have also been reading a story to the children on See Saw.
  • Phase 3 - After the Easter holidays See Saw will be used to communicate with the children. They will upload their PAWS evidence and teachers will comment. (Note: PAWS – Purposeful Activities Without School – is already a well-established structure used for homework)
  • Phase 4 - School will send home the Topic web for the topic they would have been studying in the summer term. These will include practical ways to study the topic at home.

Examples:
PAWS sheet This format is used as homework every term but activities at this time are suitable for the current situation
Newsletter  This explains the system to parents and includes recommended websites
Seesaw support sheet for parents


Coberley C of E Primary

Coberley is a small school with three classes:

Class 1 (YR & Y1) are using Google Classroom as an online notice board to share pictures and provide daily tasks. They have 2 daily Hangouts with the children and also hear them read and provide guided help individually. Children are taught maths via homemade video lessons and often continue to work as a class online.

Class 2 (Y2 & Y3) also use Google Classroom and Hangouts to share work on a daily basis. The children also use a range of apps including Spelling Frame, Doodle Maths and White Rose Maths.

Class 3 (Y4-6) have taken Google Classroom to the maximum capacity and have classrooms for most subjects. Here there are language, coding, art and spelling tasks always at hand. Children complete assignments which are then marked and returned to the children for correction.

Recommended online resources include CS First (coding), Duolingo (languages), Spelling Frame and all 4 Doodle apps, White Rose Maths, Twinkl and a range of You Tube channels (including the school’s own) for PE, dance, music and phonics.

Children all work within the Coberley.org domain which is a safe place and they can only interact within the domain. Children with no internet at home have been given 4G dongles and Chrome Books and there is even a weekly assembly!

The headteacher anticipates that they will continue to use Google Classroom when school returns on a daily basis.


Deerhurst and Apperley C. of E. Primary

Initially, physical Home Leaning Packs were sent home, containing maths (mainly using White Rose), English (writing and reading) and a selection of foundation subjects. Links from other agencies were also added to support the general learning.

After the Easter holidays, all home learning was put on the class pages of the website and there is also a tab just for general links to support parents. Some of the disadvantaged families have had the Home Learning packs printed off, as they requested it due to the amount of printing.

There is also a COVID and Home Learning gallery where parents and children can see what other children have been doing. There are also tips that have come out recently from EEF.

The school’s Pets as Therapy dog, Freddie, is a big thing in school so there is a picture of him on the website.

Staff do a weekly story time video which gets emailed out to parents. Staff have also written to the children and respond to the letters they send in.

Parents have also had emails with online safety links and well-being support links, as well as the BBC bite size website link and Twinkl support as extra. School has also set My Maths for all the children which they usually have during school time, so it is familiar to them.
Example Year 1 and 2 Home Learning:
https://www.deerhurst.gloucs.sch.uk/category/class-one/
Example Year 5 and 6 Home Learning:
https://www.deerhurst.gloucs.sch.uk/category/class-three/
Home Learning Gallery:
https://www.deerhurst.gloucs.sch.uk/covid/
Story time for year 3 and 4
https://drive.google.com/open?id=1N3PNgtkM_hEYVLZ31pE334zybCJ3lIKE


Eastington Primary School

At Eastington, staff wanted to encourage children to engage in as many ways as possible. Many children are self-motivated but some need a purpose. Staff felt that offering a weekly whole-school challenge (in addition to their home learning offer, weekly letters from class teachers and bi-weekly calls to parents) was a positive way of doing this. Subject leaders have led this initiative: creating the challenge, writing to parents to explain the challenge and a sending out a letter congratulating the winners. They agreed to categorise winners by age so more children could be rewarded by a certificate. The challenge on the use of maths in practical everyday situations gained a very good response and certificates to the winners have been sent out. The second challenge was linked to e-safety rules as many children will be learning and socialising using the internet. The next challenge was art related.

The school’s aim is to make links with the children off site so they still feel connected and part of the school – they are the heart of what they do!

Examples:

Art challenge
Maths challenge winners


Ellwood School

Ellwood School has had a learning platform created for them by a local company, designed to meet their needs. The platform is very versatile and can be used for different purposes. Each teacher has their own classroom on the system and can set work for their class or groups of children. They can also set individual work for children with EHCPs. The tasks can be a variety of activities: upload videos and voice recordings, PowerPoints , links to other websites, set tasks that can be completed on the platform and then gives children feedback.  Staff have found it useful to ensure that all the work is set in one place, rather than children and parents having to navigate different sites. Staff can record personal messages to the children and their parents and can add a daily welcome message from the teachers.
(Information about the learning platform can be found here: https://calibrae.com/@/schools)

  • Staff are also using a variety of websites to help support home learning and these are linked on the platform. They have used My Maths, Letter-join, Oak National Academy, Bug Club, BBC Bitesize, Joe Wicks, White Rose maths, Oxford Owl, Numbots, TT Rock Stars and Phonics Bug to name a few.
  • The school website contains useful information about COVID-19, a learning area and a well-being section.
  • Regular competitions are sent home – art/poetry/games and creative home learning activities
  • Weekly and class and school newsletters are sent out.
  • Audio book readings by children and staff
  • Parents are phoned weekly; vulnerable children twice per week.
  • Some families are able to borrow school Kindles to aid online learning.
  • Class emails have been set up that will allow communication between parents/children.
  • A school facebook page has been set up to share useful resources.
  • Well-being newsletters give suggestions for staying mentally well and signpost parents if they need support for themselves or the children.  
  • Vulnerable children have received an art box and new story books
  • TAs write to their EHCP pupils every week.

Gotherington Primary School

Teachers at Gotherington Primary School are compiling weekly home learning packs, with timetables of activities to be completed each day. These are emailed to parents and they can also be accessed, along with accompanying resources, from the school website https://www.gotherington.gloucs.sch.uk/page.php?id=11100

Each home learning pack contains:

  • Weekly timetable
  • English activities
  • Maths activities
  • Wider learning activities - including science, Foundation subjects and special projects
  • Associated resources, such as PowerPoints and links to websites offering additional educational activities

Example: Gotherington Home Learning Pack (Y5) (ZIP, 7 MB)

Teachers are also using a variety of websites to help support home learning, including White Rose Maths, My Maths, Oak National Academy, BBC Bitesize, Joe Wicks, Oxford Owl, Numbots and TT Rock Stars.

In addition to home learning packs, staff communicate regularly with parents and carers via:

  • Weekly newsletters, which include news and articles about further home learning opportunities, such as school initiatives and National Competitions.
  • Video story sessions which have been recorded by teachers and teaching partners and made available for all pupils to enjoy, via YouTube.
  • Telephone calls to all families by class teachers or teaching partners on a fortnightly basis; vulnerable children are being contacted each week.
  • Weekly video messages sent out to parents via email and Twitter from the Headteacher and Hero, the school dog.

Grangefield School

Grangefield School are compiling weekly home learning packs. The children and parents can access these from the website using a new 'Home Learning' tab at the top of the page. They then select the year group they need. At the base of the Home page is a home learning link to more general sites of interest. https://grangefield.gloucs.sch.uk/

Each pack contains:

  • A covering letter explaining the learning for the week. This includes on-line links and a grid of wider learning activities.
  • English activities.
  • Maths activities. - these are based on the White Rose Scheme which we follow at school.
  • Wider learning activities - this includes science and Foundation subjects, which Foundation subjects are included depends on the year groups curriculum and projects.

Each child was sent home with exercise books so that the work could be read from the screen but written in the book to avoid the need for printing.

Teachers are communicating with parents using Tapestry for the younger children and the school is developing the use of SeeSaw for older children.

The school has set up a 'goodnews@grangefield' email, so that children and parents can send good news to the school, which is then shared using the website and twitter feed. 

Example: Grangefield home learning pack - week 2 - Y3 (Note - other resources were included within this pack - see the school website for more)


Highnam C of E Primary

Home learning packs were sent home for the first two weeks of school closure. These included an exercise book for each child, practical resources such as flash cards, number cards, 100 squares, reading books and daily English and maths tasks for the children to complete. The children also had access to online books and websites/apps such as TTRS and Learning By Questions. Teachers suggested other activities for the children to take part in such as online fitness classes, outdoor wildlife tasks and music appreciation.

Since the start of term 5, staff have been using Seesaw as an online teaching platform. Teachers set a daily English and maths task and children can upload their completed tasks so that teachers can give feedback – written or verbal. Children have particularly enjoyed watching their teacher post videos of themselves teaching/explaining a task. In addition to this, optional home learning projects are sent out weekly. These two-page sheets have a range of suggested extra activities, useful websites as well as topic-related tasks for children to complete at home. The aim of these tasks is to develop children’s awareness of global, social and environmental issues.

To supplement this, there is a ‘home learning’ section on the school website, where parents can access more information. Five ways to wellbeing contains many ideas for fun, motivating tasks that whole families can take part in.

All children have been offered a home learning pack. This includes a white board, white board pen & rubber, paper, pencils and other stationery items. Vulnerable children have been provided with an arts and craft pack in order to enhance their home learning. Those families who don’t have tablets have been offered a school iPad to help ensure children can access their learning while at home.

The head teacher posts weekly collective worships and the deputy head has been reading stories for the children to enjoy.

Regular emails are sent to parents to keep them informed of home schooling arrangements. Teachers stay in touch with children and parents through Class Dojo (as well as Seesaw) and children can share their learning on this platform. Teachers spent the week after the Easter holidays phoning every child in their class to have a quick catch up, ask how they are and how they are finding home learning.
https://www.highnam.gloucs.sch.uk/links/home-learning


Innsworth Infant and Junior Schools (Federated)

At Innsworth Junior School, they have used Seesaw for several years and it has now been introduced to Innsworth Infant School as well.  English and Maths are set in the morning; teachers can approve, like or comment as work is uploaded.  Other curriculum areas are set in the afternoon and can also be responded to.  Teachers can also monitor children’s engagement with online resources that they log into through links on Seesaw which include MyMaths, DoodleMaths. PurpleMash and EPIC.  Staff are also ensuring that not all activities are technology dependent and set tasks which use resources readily available at home.  There is a system in place to contact and support families when there has been no engagement, with the main focus on wellbeing.  Children in the school’s emergency childcare are able to access the same provision with some support from the TAs in school.

Parents of children on the SEN register have been emailed another copy of their MyPlan and a bank of ideas to support their targets.  TAs who run the ‘Fizzy’ intervention are emailing a weekly challenge based on those fine motor activities.  Some children have been identified to have regular one-to-one reading sessions on Zoom provided by TAs who are shielding at home.

The school’s Remote Learning Statement has been ratified by governors.


St. James C of E Junior School

Home learning packs were sent home with the children, together with several reading books.  A Home Learning section has been created on the school website which includes daily learning for English and Maths. (https://st-james-junior.co.uk/school_closure_covid_19/learning_at_home/home_learning_information.html

Ideas will be uploaded for each week for Y3&Y4 and Y5&Y6 on the Monday. 

Examples: St. James Junior Y3&Y4 Home Learning    St. James Junior Y5&Y6 Home Learning


St. Mark's C of E Junior School

Families provided with a suggested daily timetable, with slots for school activities as well as time for house chores, quiet time and creative time through each day and a suggested limit on time spent on electronics.

Teachers have uploaded five maths, English and reading activities for each week as well as 'other curriculum' activities which are usually project based. 

All resources are available on the school website https://www.stmarksjunior.com/home-learning-2020/ which also includes a long list of helpful websites for parents / children to access extra learning activities. The 'Picture News' folder contains current news stories with age-appropriate questions for family discussion to develop the children's awareness of the wider world. This encompasses local, global and national issues.  


Stow-on-the-Wold Primary School

Stow-on-the-Wold Primary are providing optional, suggested home learning through Trello, an online platform. Each class teaching team has constructed a Trello ‘board’ that children, parents and staff can access. The boards consist of:

  • A daily covering letter with 3-5 small suggested daily activities plus resources provided. Including maths, English and a range of other activities
  • Useful web links e.g. BBC Bitesize, Joe Wicks, Lego challenges etc
  • Links to online platforms already used in school e.g. reading and maths programs
  • Games and creative home learning activities
  • Class and school newsletters
  • Audio book readings by children and staff
  • Optional Easter activities

… and much more.
Example board:  https://trello.com/b/lIPgp2da

The resources and optional activities are also emailed to each parent daily. The children were also provided with blank books, stationery and other resources on Friday 20th March. Class emails are being used to allow communication between children, parents and their teaching staff. A taxi is also been used to send home free school meals and any essentials for learning.


The Federation of Newent Schools (Glebe Infant and Picklenash Junior)

  • Children sent home with home learning packs focusing on previous learning and targeted at securing knowledge.
  • Each phase had a bespoke pack and there were differentiated resources for SEN children.
  • Lots of arithmetic practice/slow writing practice.
  • Children also have access to the schools’ online resources – Times Tables Rockstars / Bugclub – all logins were sent out.
  • This link came from the West Gloucestershire Schools Partnership: https://www.integra.co.uk/home-learning/
  • Plan following Easter- teachers to upload a weekly set of Maths/Writing activities with a topic based project for the week; tentatively introducing new learning where possible.
  • Class emails have been set up that will allow communication between parents/children and their teachers so that questions can be asked and answered.

The school website currently has links to key websites and additional activities - www.glebeinfantschool.org.uk


Warden Hill

  • Learning packs went home with the children on Friday 20th March, containing enough for three weeks of independent learning (based roughly on 2-3 hours a day). This also included a daily 30-minute exercise session (Joe Wicks or equivalent), as well as independent reading or reading to an adult for a minimum of 15 minutes.
  • Google Classrooms has been set up for Y1 – Y6 where tasks will be set for after the Easter holidays. Children were shown how this would work before they left and demo tasks and videos have been provided for parents to watch to help support their children in accessing this provision. All work set is linked to already taught content.
  • To supplement this work, a dedicated page on the website includes a mixture of online and offline resources, which will be added to over time. https://wardenhill.gloucs.sch.uk/about-warden-hill-primary-school/coronavirus-update/
  • Reception children are being set ideas for learning opportunities and these are shared through ‘Tapestry’.
  • To keep in touch with the school community, a weekly message is sent out to parents and children by the headteacher.

OUT OF COUNTY

DfE: Examples of teaching practice during COVID-19 (updated 12.06.20)
Includes two sections:

Planning a curriculum to teach at school and at home
Examples, collated from schools, around addressing the challenge of delivering a coherent curriculum to pupils both at home and in school, while maintaining social distancing and safety for staff and pupils. 

  • Deciding what to teach during a phased return
  • Supporting staff in curriculum planning for a phased return;
  • Pastoral care in the curriculum;
  • Identifying and addressing gaps in pupils’ understanding
  • Making the most of reduced classroom time.
    Remote Education Practice
  • Supporting pupils' wellbeing
  • Adapting teaching practice for remote education
  • Adapting the curriculum for remote education
  • Keeping pupils motivated and engaged.

Examples of teaching practice during COVID-19 (updated 12 June 2020)

HISP (an EEF Research School)
The HISP EEF Research School, based at Thornden School in Eastleigh, reflects on their approach to supporting pupils with an EHCP and other vulnerable pupils.
https://researchschool.org.uk/hisp/news/supporting-send-pupils-with-home-learning-routines/?mc_cid=88b6d406ff&mc_eid=9b108bfc42

Durrington Research School (an EEF Research School)
In this blog, Chris Runeckles, Assistant Director of, discusses how they have used school closures as an opportunity to help their students develop metacognitive skills. The blog includes supporting resources.
Self-Regulation at a Distance: Developing students' metacognitive skills during school closures

Case studies: remote education practice for schools during COVID-19 (updated 21.05.20)

Examples of practice for remote education from schools and academies across England. The 21.05.20 update includes additional case studies about adapting teaching practice for remote education.
Case studies: remote education practice for schools during COVID-19 (updated 21 May 2020)

Rosendale Primary School (an EEF research school)

Not a Gloucestershire school, but an interesting example from an outstanding school in Lambeth, which is one of the Education Endowment Foundation’s research schools. They have thought about what their pupils need and what home education should be providing and developed six key principles of home learning.
https://researchschool.org.uk/rosendale/news/rosendale-research-school-approach-to-home-education/

 

 

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