Trinity school and college made over 450 bags with hand cream, lip balm and lunch for NHS staff at Medway Hospital last week.
Trinity School and College will provide remote education provision in the following circumstances to provide an educational provision.
should the school or college be closed for a significant reason such as a pandemic, major incident, weather.
that will support learners re-entering education after a long period of non-attendance due to high levels of anxiety and adjustment disorders.
on an agreed personalised learning programme which supports reintegration and transition into Trinity following a long absence from education, or following an illness which has necessitated being in hospital or at home
for learners who are unable to attend Trinity due to an exclusion (permanent or fixed) which will lead to a managed move to another educational provision.
This information is intended to provide clarity and transparency to students, parents or carers about what to expect from remote education.
The remote curriculum: what is taught to students at home
A pupil’s first three days 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. During this period of time, the remote learning provision will be focused on two tutor or emotional wellbeing team members for up to 15 minutes per day, the core curriculum which includes, English, Mathematics, ICT, Science, Personal and Social Education. This will be provided in six 30 – 45 minute lessons per day in School and College is split into three 1 hour and 30 minutes lessons per day. The remote educational provision will be for 4 hours a day for School and 4 and half for College.
As soon as it is practical (within three days), the remote educational provision will be provided to mirror the educational provision provided within the normal timetable for the student within their usual class, or the class they are to transition into.
What should my child expect from immediate remote education on the first day or two of pupils being sent home?
The first days of the remote education will be set out in a set timetable with regular contact with the school or college provided supporting the core curriculum. This will include access to a Tutor or Emotional Wellbeing team member.
Access to Technology
Students with technology will be able to engage with Google Classrooms immediately. The information technology team will provide information on access and through Google meet will ensure that students, parents or carers are trained to access the platform. This is particularly important for those students who are new to Trinity. Students within this category will also have the support of the Trinity Admissions Manager who will support the family in making the transition to the remote learning platform.
If families do not have the appropriate technology available to learners, Trinity will provide a laptop on loan in order to ensure equality of access to the educational provision.
Google Classrooms are used periodically within the face to face educational provision, so that Trinity students have confidence in working with the remote education programme.
Paper based learning
Families who do not have appropriate levels of internet data for their child to access, will be provided with paper based learning provision for the first three days so that Trinity can investigate access to the remote educational provision which will create a more dynamic learning environment for the learner.
Guidance for parents and carers
Parents and carers will be provided with comprehensive guidance on how to support their child at home to develop a structured learning time throughout the day in order to ensure that the educational provision enables learners to progress towards personal learning targets as well as to support reintegration with face to face education in the future.
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
Trinity will provide an initial core curriculum provision if time is required to set up the remote learning package. Following this period of time we will be teaching the same curriculum remotely as we do within Trinity with some adaptations for a range of vocational and practical subjects which will focus on theoretical work until reintegration with face to face education has been re-established. The subject areas which will be adapted may include subjects such as hair and beauty, physical education, food technology, catering and hospitality, employability, construction, art, craft and design. However, if parents are able to support with practical activities, these will be designed as extension work for the students, eg cooking a meal with the family, attending some agreed work experience or undertaking a physical education challenge with the family, and recorded as achievements through the ASDAN Certificate of Personal Effectiveness or Awards programmes.
The Programme of remote teaching and study time each day
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Timetable TimesNumber of hoursKey Stage 1, 2 and 38.30 – 3.00Maximum 6 x 45 minute lessons a day and two sessions of Tutor/Wellbeing Time for 30 minutes : 5 hours a day
Minimum 6 x 30 minute lessons a day and two sessions of Tutor/Wellbeing Time for 30 minutes : 3 hours 30 minutes
Key Stage 4, College and Gateway8.30 – 3.00Minimum 6 x 45 minute lessons a day and two sessions of Tutor/Wellbeing Time for 30 minutes : 5 hours a day
Extension work for practical activities, ASDAN programmes and independent studies will also be provided
Accessing Remote Education
Google Classroom will give access to learners allowing them to take part in their education from home. Each subject that your child has on their timetable, will have a separate google classroom, where both students and teachers can comment on the work set. Google meets will be available for some sessions to allow the staff member and students to see each other and get the lesson started, in order to provide a more realistic and engaging learning session.
If the student does not have digital or online access at home, how will Trinity support them to access remote education?
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:
If students do not have access to laptops, then Trinity will provide this through a loan system. Please contact email@example.com if you are a College or Gateway student, firstname.lastname@example.org if you are a School student. Arrangements for collection or delivery of the technology will be discussed in order to ensure that the student has access to the laptop or device within 24 hours of not being able to attend school or college.
Any concerns about the internet connection at the home, parents and carers are encouraged to discuss the same with the Information Technology team at their earliest convenience so that if Trinity is able to support and enable, then action can be taken in a timely way to ensure that education is not disrupted. Please contact email@example.com if you are a College or Gateway student, firstname.lastname@example.org if you are a School student.
Paper Based Learning
If home does not have access to the internet and are unable to use the technology provided, then printed work will be forwarded to the home in weekly packs. These can be collected from the school, may be delivered by staff or will be sent via post to arrive with the student on the Monday of each week.
On Google Classrooms, students submit their work at the end of each of the lessons, and staff will grade attendance and engagement for the weekly report. Students’ work will be marked and returned in readiness for the subject next lesson, with feedback on achievement. Success criterias will be used to support the progress of students work and will be linked to feedback provided within the marking and assessment of ongoing submitted work.
For those students who are working on line, students will need to ensure that work is returned to the teacher weekly. See table below
Delivery of Remote Education in Paper FormSubmission of Completed workFeedbackCollected by parent or carerDelivered by parent or carer when collecting the next paper based working packTo be provided in a report with the success criteria for personal progress for each subject area to be posted within 48 hours of receiving the submitted/returned student work
Attendance and Engagement Report to be included in the postal feedback/assessment.
Delivered by member of staffCollected by member of staff when delivering the next paper based working packBy PostIn the stamped addressed envelope provided.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Google Classrooms will have work uploaded by teachers for all subjects that your child takes. These will be set as assignments, where students can complete the work set, whilst allowing the staff to write on the live documents, leaving feedback, comments and suggestions as well as mark their work in real time during the timetable lesson times. On the “stream” of each classroom page, staff and students can post comments to one another and ask questions.
Live teaching will be via Google meets which is linked to Google Classrooms. This enables students to access paperwork, and have access with the tutor in a virtual setting.
Printed paper packs produced by teachers (e.g. workbooks, worksheets) are made available to students, parents and carers for collection or delivery as discussed above within the section on submitting work on page 4 (paper based learning and submission of work).
Text books and reading books can be collected or delivered to the home in order to provide the necessary resourcing for teaching and learning.
Links to commercially available websites such as BBC bitesize. Assessment work is available through BKSB (for Key Stage 3 and above) and Rising Stars Assessments for KS2 which is a paper based assessment.
Long Term projects to support the achievement of Personal, Social, Life and Employability Awards and Certificates with support and guidance from the teachers involved via Google Classroom
Engagement and feedback
Expectations on Student Engagement
To engage with their timetabled lessons and to complete the learning objective, working towards the achievement of any individual success criteria. This is reported upon weekly to parents and carers.
To engage with Tutor and Emotional Wellbeing support throughout the remote learning programme.
Expectations of Parent and Carer support
To set clear guidance on structure routines for education days and to discuss engagement, attendance and achievement daily.
To communicate with Trinity regarding any concerns regarding the remote learning packages
Information sharing on Attendance and Engagement on the Student
● Reports on engagement and attendance will be provided for all parents and carers weekly.
Safeguarding will contact if no engagement or attendance is registered after three days
Wellbeing Emotional Teams together with Tutors will contact home if there are any concerns about engagement and attendance
Parents and carers are encouraged to communicate with Trinity either via email or phone call to the the following members of staff:
Emotional Wellbeing Team email@example.com
Safeguarding Team firstname.lastname@example.org
Tutor or Teacher
Assessment of Students Work and Progress
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:
Private comments on assignments set in the classroom, giving learners feedback.
Live comments, directly on the learners’ work, providing positive comments and suggestions for improvements, following our AFL policy which the learners will be familiar with.
Feedback will be provided for those working on paper based learning via reports and weekly using the AfL Assessment. This policy can be found on our website: http://www.trinityschoolrochester.co.uk/policies-inspection/
Target sheets will continue to be updated, showing progress and reasons as to why these targets have not been achieved, if relevant.
Additional support for pupils with particular needs
All students who attend Trinity have an Educational Health and Care Plan (EHC Plan) and therefore the remote education is designed to be either
Differentiated to allow independent working
Supported through educational support on the virtual platform
Needs parent and carer support to promote engagement and motivation to learn within the home environment.
Trinity acknowledges that remote education can place significant challenges to parents and carers, but Trinity promotes a working together ethos which is focussed on the child and provides the required support and guidance for parents and carers throughout.
Remote education for self-isolating and convalescing students
Where individual learners need to self-isolate as a result of a positive pandemic test, or as a result of contact with another individual with positive pandemic result; or convalesce following a stay in hospital or difficult debilitating illness which has disrupted attendance at school or college, learners will have access to remote learning, in order to allow them to access the same curriculum as their peers within Trinity.
Work will continue to be set on the google virtual classrooms, as well as AM and PM registration, allowing students to access their work from home. Feedback on this may not be immediate if the teacher is continuing to teach the rest of the class within Trinity. Paper copies of work can also be requested if pupils prefer to work this way instead. Communication via email between learners, teachers and form tutors will still be available. A personalised learning programme can be devised for those learners in special circumstances. This can be discussed with the Head of School (Mrs Moorcroft- email@example.com) or Head of College (Mr Furnell – firstname.lastname@example.org ).
If you do not have access to a computer, or prefer not to use a computer, you can call the office on 01634812233, to sign in each day, alternatively you can alert Mrs Moorcroft (School) 07960 321661 or Mr Furnell (College) 07507424207 to sign in, allowing you to continue to receive your attendance mark. A member of office staff will make contact with you, if you have not attended registration, followed by a member of the safeguarding team if we have had no contact from you for 3 days.
Reviewed and Updated 13th January 2021
Trinity Executive Leadership Team