Virtual School Remote Learning Overview - 2021

Over view - January –March 2021.

Follow up Recovery March 2021 – July 2021

Remote Learning:

During the Lockdown period regular monitoring took place to identify safeguarding concerns, pupil needs and to monitor engagement in learning.

Engagement data:

To ensure pupils were engaging fully in remote education each teacher reported engagement data to their team leader weekly. Engagement reporting covered:

• Attendance at live lessons
• Engagement on online  Platforms 
• Work shared
• Daily communication 

This enabled leaders to identify pupils who needed additional support to engage, pupils who required technology or additional resources and pupils who had a developing safeguarding profile to is wordy which pupils would benefit from onsite education Provision.

Engagement figures:

Education on site 

Education on site provision fused the Virtual Offer with onsite autism and social skills support. Pupils on site followed the same program of academic learning as their classmates working from home.

Parental Feedback - Virtual Provision:

Following a positive  survey response Leaders implemented identified actions by the end of term 3 and communicated this to parents the week following the survey.

 Quality of education resumption plan:

 Pupils returned to school for three weeks before the Easter holidays with an adapted ‘Recovery’ curriculum based on the following principals:

• A sense of safety: It is important that adults, children and young people feel safe upon their return to school
• A sense of calm: Children and young people are likely to experience a range of emotions including both pleasant and unpleasant emotions. It is important that these are normalised and they are given support to help them manage their emotions and return to a state of calm.
• A sense of self- and collective- efficacy: Children need to feel they have some control over what is happening to them, and a belief that their actions are likely to lead to generally positive outcomes (Bandura, 1997). They need to feel they belong to a group that is likely to experience positive outcomes. This is known as collective efficacy (Antonovsky, 1979; Benight, 2004).
• Social connectedness: It is important that adults, children and young people feel they belong and have a social network who can support them within the educational setting.
• Promoting hope: Whilst things may feel difficult at the moment, it is important that adults, children and young people feel things will get better and work out in future. They need to be provided with reassurance, and understand that in the long term they will feel positive again.

By the end of term 4 all pupils were engaging in a full timetable that represented their Springfields Offer . 

Pupil Progress – Term 4.

Following assessment, data collation and pupil progress meetings in term 4 targeted intervention plans are in place for term 5 and 6 which include:

• Year 11 Catch up support to ensure qualification evidence (targeted Teacher and Autism support worker sessions)
• Year 11 Practical qualification sessions (led by Teacher).
• Year 10 and Year 9 catch up sessions (Teacher and ASW) 
• Phase 2 Catch up in writing 
• Phase 1 Writing promotion 

Therapeutic and Emotional Literacy interventions continue and further referrals triaged with appropriate interventions in place across term 5/6. Evidence of progress can be found on the Academy Provision Map.

Catch up Grant:

The Springfields Academy had a grant allocation of £49,920

Expenditure to meet pupil need