Blended Learning Offer at Linden Lodge School

1. Statement of School Philosophy

Linden Lodge School has always strived to be creative, innovative and supportive of our parents, carers, children and young people. We offer a purposeful, holistic and specialist education of the visually and sensory impaired. This is delivered both at school, in residential and in the home via remote learning. 

We will need to look to the future to ensure that all pupils are able to access the same provision as those who are attending school.  We want all of our pupils to be able to develop their skills and knowledge so that they can learn more and remember more. 

To this end we need to ensure there is a blended learning offer of face-to-face and remote learning that is sequenced and builds on prior learning and the concepts visited previously

We will ensure that bespoke learning adaptations using aspirational EHCP outcomes enable pupils to access the most challenging ambitious curriculum offer possible. Our curriculum is personalised and matched to the individual access needs of each pupil and equipment is provided e.g. Braille technology or assistive devices to ensure entitlement. Teachers and therapists will personalise learning using knowledge from multi-disciplinary professionals, using professional knowledge from Vision Impairment, Hearing Impairment, Multi-Sensory Impairment, and Health and Social Care Specialists. 

 

2. Aims

This Remote Education Policy aims to:

  • Maintain the school’s core function of delivering a highly specialised curriculum to the visually and sensory impaired
  • Ensure consistency in the approach to remote learning for all pupils who aren’t in school through use of quality online and offline resources and teaching videos.
  • Provide clear expectations to members of the school community with regards to delivering high quality interactive remote learning.
  • Include continuous delivery of the school expanded curriculum, as well as support of motivation, health and well-being and parent partnership.
  • Consider continued education for staff and parents.
  • Support effective communication between the school and families and support pupil attendance in learning activities and sessions.
  • Bridge the digital poverty, the school intends to ensure equality of access via Pupil Premium Funding.

 

3. Curriculum Pathway Aims:

  • In the formal pathway, we aim to continue the breadth of a subject-specific timetable using platforms such as google classroom.
  • In the pre-formal pathway, we aim to ensure that all pupils have access to multi-sensory resources that are meaningful and support their engagement in learning.
  • In the semi-formal pathway, we aim to provide contextualised learning opportunities via a wide range of resources that support the development of communication and cognition.
  • In EY we aim to continue to share resources and learning experiences that support the development of three characteristics of effective learning: exploring and playing, active learning and creative thinking.
  • In the Sixth form, we aim to support our young people to develop work-related and life skills in the home setting and community.

 

4. Who is this policy applicable to:

  • A child or young person absent because they are awaiting test results and the household is required to self-isolate.
  • A child’s or young person’s zone is not permitted to attend school because they, or another member of their bubble, have tested positive for Covid-19.
  • A child or young person who is unable to attend school due to health challenges, medical needs or other health related reasons.

 

5. Our Blended Learning offer will include:

  • Daily contact via email from teachers
  • Teachers personalise and deliver learning using EHCP targets and Personal Learning Goals to promote optimal access to the curriculum  
  • Recorded audio stories which promote a love of English 
  • Pedagogical support for all parents and carers
  • Multi-media learning activities supporting development of English, Maths and Science
  • Weekly TAC PAC or Story Massage learning activity
  • Weekly call to family from named Key Worker in school 
  • Input from Creative Therapeutic Arts Team on an individualised needs-identified basis
  • Parental access to the school assessment system (Earwig) to monitor engagement and capture progress

 

6. Home and School Partnership

Linden Lodge School is committed to working in close partnership with families and recognises each family is unique and because of this remote learning will look different for different families in order to suit their individual needs. The blended learning agreement will be developed with each individual family to support the personalised approach and support accessibility in the home setting.

Where possible, it is beneficial for children and young people to maintain a regular and familiar routine. Linden Lodge School would recommend that each ‘school day’ maintains structure. We will support each family with developing a remote timetable that suits the child’s and the family’s needs.

We would encourage parents to support their children’s work, including finding an appropriate place to work and, to the best of their ability, support pupils with engagement in sessions and motivation.

Every effort will be made by staff to ensure that resources are shared promptly. Should accessing resources be an issue, parents should contact school promptly and alternative solutions may be available. These will be discussed on case-to-case basis.

 

7. We are measuring impact and ensuring the Quality of Education of the Blended Learning offer through:  

  • Curriculum content being moderated by Senior Leadership Team.
  • Pathways working collaboratively to create the best approach for each pupil.
  • Feedback being gathered from parents on a daily basis.
  • Families sharing videos, photos and observations via Google Classroom, Earwig and email to be assessed via teachers to support future learning.  
  • Use of Earwig - families are supported to access the online platform for sharing pupils achievement and progress.
  • Line manager meetings to identify successes and improvements that can be made to delivering the curriculum in this way.  

 

8. Role of Class Teacher

  • Ensure blended learning as part of planning for medium term and weekly/daily so that learning can be easily adapted and inclusive of all pupils in your class. 
  • Ensure that pupils’ mental health and well-being is put at the forefront of the blended learning offer including support for pupils to identify and manage their emotions. 
  • Work in an integrated way with the home to identify the new learning habits, misconceptions and misunderstandings of pupils and use pupil-led learning to support the blended learning offer.
  • Consider opportunities for problem-based learning which is cross-curricular, where appropriate.
  • Follow timeline of blended learning offer and liaise with class therapists to allocate who is sending which resources home.
  • Create and share a combination of pre-recorded audio and visual, and live sessions, where appropriate. 
  • To ensure that digital safety and safeguarding continue to be a priority.
  • Keeping in touch with pupils who aren’t in school and their parents:

 

9. The role of Specialists Teachers

  • Ensure blended learning as part of planning for medium term and daily so that learning can be easily adapted and inclusive of all pupils in your class
  • Ensure that pupils’ mental health and well-being is put at the forefront of the blended learning offer including support for pupils to identify and manage their emotions. 
  • Work in an integrated way to identify the new learning habits, misconceptions and misunderstandings of pupils and use pupil-led learning to support the blended learning offer.
  • Consider opportunities for problem-based learning which is cross-curricular, where appropriate.
  • Follow timeline of blended learning offer and liaise with class teacher to allocate who is sending which resources home.

 

10. Role of Teaching Assistants

  • Support and develop resources suitable for blended learning 
  • Contribute to medium, weekly and daily planning and developing Personal Learning Goals for Pupils
  • Contribute to pre-recorded and live sessions, where appropriate.
  • To ensure that digital safety and safeguarding continue to be a priority.

 

11. Role of Therapy

  • Plan for therapy input for blended learning for pupils across the school
  • Follow timeline of blended learning offer and liaise with class teams to allocate who is sending each resource home
  • Work in an integrated way to identify the new learning habits, misconceptions and misunderstandings of pupils and use pupil-led learning to support the blended learning offer.
  • To ensure that digital safety and safeguarding continue to be a priority.

 

12. Role of Parents, Carers and Families     

  • Maintain communication with the school via the Class Teacher and Therapists
  • Engage in the blended learning as fully as possible, liaising with the class teacher to develop the offer so that it is specific to your child
  • Share engagement in learning with the Class Teacher via Earwig
  • To ensure that digital safety and safeguarding continue to be a priority.

 

13. Role of Leadership Team

  • Leadership to co-ordinate the Blended Learning offer for pupils who are not able to attend school, ensuring that that families are supported to not feel pressurised to return too soon.
  • Ensure that all families are supported to send their child to school when is it safe to do so, providing more support to families for whom health inequalities have been identified as a concern. 
  • Ensure a considered approach to blended learning (face-to-face teaching and remote learning) is taken so that teacher workload is manageable, containing breaks and PPA.  The Senior Leadership Team will maintain staff well-being and mental health as a priority.    
  • To ensure that digital safety and safeguarding continue to be a priority.
  • Ensuring educational opportunities for all pupils is fair whilst working with families around the amount of support that can be offered to each individual. 
  • Celebrate the successes of the blended learning offer with pupils, families, teaching teams, therapists, health and social care.

 

14. Designated Safeguarding Lead

The DSL is responsible for managing and dealing with all safeguarding concerns. For further information, please see the Safeguarding and Child Protection Policy.

 

15. IT Technicians

IT technicians are responsible for:

  • Fixing issues with systems used to set and collect work
  • Helping staff with any technical issues they’re experiencing
  • Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer
  • Assisting pupils and parents with accessing the internet or devices

 

16. The leads for each department in the school are:

  • Early Years – Andrea Aplas-Hill
  • Polar Bears, Kangaroos, Lions and Parrots – David Shaw
  • Wimbledon, Henman and Croft -  Paul Pearce
  • Minerva – Kate Johnson
  • Harris Centre – Mandy Beauchamp and Nick Sheffield
  • Sixth Form – Magdalena Karpik
  • Alba – Sarah Norris 

 

17. Timeline for Blended Learning:

From day 1 of pupil absent from school

  • Communication via email and phone to ensure well-being and safeguarding of pupil and family
  • Teachers contact families to jointly complete the Blended Learning Agreement between school and family/parents/carers
  • Teachers to liaise with Line Manager to have 1 hour out of class 

From day 4

  • Teaching Teams and Therapy audio and visual resources sent via email

From day 7 onward

  • Blended learning timetable is shared detailing weekly therapy and curriculum offer, which is followed and reviewed regularly

 

18. Governing Body and MAT

The governing body and MAT is responsible for:

  • Monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible
  • Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding reasons

 

19. Links with other policies and development plans:

This policy is linked to our:

  • Safeguarding
  • Behaviour policy
  • Child protection policy
  • Data protection policy and privacy notices
  • Online safety  acceptable use policy
  • Code of Conduct for

 

Primary Blended Learning

 

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Secondary Blended Learning

 

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Sixth Form Blended Learning

 

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