Remote Education Research

Understanding what successful remote education has been a priority for Ofsted during the pandemic. This report has found that without an appropriate blended learning model, the current crisis makes for a particularly challenging situation.

This Ofsted report reveals that increasing workload during the pandemic is an ongoing challenge for schools and delivering education to pupils both remotely and in person poses a threat to teacher wellbeing.

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Digital Learning

Guild's Online Communities Lead The Way In Supporting Remote Education

5 Apr 2021

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      string(3708) "This DFE analysis is based on the results achieved by pupils (across age groups) in the first half of the 2020/21 autumn term (up to and including 25 October 2020) in comparison to pupils in previous years.All year groups have experienced a learning loss in reading. In primary schools these were typically between 1.7 and 2.0 months. Schools with high levels of disadvantage have experienced higher levels of loss than other schools, particularly in secondary (2.2 months in schools with high rates of free school meal eligibility and 1.5 months in schools with low rates of free school meal eligibility).Main Findings:All year groups have experienced a learning loss in reading. In primary schools these were typically between 1.7 and 2.0 months, and in year 8 and year 9, 1.6 and 2.0 months respectively.It is pupils who have just started year 7 where we see the smallest learning loss at 0.9 months. One possible explanation for this is that this year group was out of school for less time than others. Schools were expected to be open to reception, year 1, year 2 and year 6 from 1 June 2020 – while others were still receiving remote education. Though it should be noted that the sample size for this group is lower than other year groups and these results may be adjusted with more detailed data available later in the year.The learning losses in mathematics were greater. We estimate that, on average, pupils in primary schools have experienced a learning loss of just over three months. It has not been possible to derive robust estimates for pupils in secondary school in mathematics.There appear to be some regional disparities in the level of learning loss in reading with pupils in the North East and in Yorkshire and the Humber seeing the greatest losses. However, the differences between regions are relatively small once we control for historic rates of progress in these areas and all regions have experienced losses.We also find schools with high levels of disadvantage have experienced higher levels of loss than other schools, particularly in secondary (2.2 months in schools with high rates of free school meal eligibility and 1.5 months in schools with low rates of free school meal eligibility).At this stage it is not possible to break down results by pupil characteristics, or to model the progress typically made in Star Assessments by different pupil groups, but this will be possible when the data are matched with information held in the National Pupil Database and will be included in our full report.Conclusion:This report represents our first assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic.The degree of learning loss identified in this report is lower than has been reported by some other studies of pupils in England but is of a similar magnitude to those found by the EEF in an assessment of pupils in Year 2 and is of a similar magnitude to those found using Renaissance assessments in the United States. We find that all year groups have experienced a learning loss in reading, ranging from 1.6 months to 2.0 months. The learning losses in mathematics were greater, in primary schools learning losses averaged just over 3 months.All regions have, on average, experienced learning losses in reading, though the differences between regions are relatively small. We also find schools with high levels of disadvantage have experienced higher levels of loss than other schools particularly in secondary (2.2 months in schools with high free school meal eligibility and 1.5 months in schools with low free school meal eligibility).Link: Understanding Progress in the 2020/21 Academic Year"
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Leadership

Understanding Progress in the 2020/21 Academic Year

30 Mar 2021

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      string(388) "... the processes to parents and staff.Summary:Remote educationFrom 8 March, attendance is mandatory for all pupils of compulsory school age. Schools affected by the remote education temporary continuity direction are still required to provide remote education to pupils covered by the direction where their attendance would be contrary to ..."
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      string(5667) "This updated government guidance explains the actions school leaders should take to minimise the risk of transmission of coronavirus (COVID-19) in their school. This includes public health advice, endorsed by Public Health England (PHE).From 8 March 2021, all pupils were expected to return. To facilitate this, schools/colleges MUST:Review and update their risk assessments;Ensure they are following the system of controls as advised by the Government (and in line with their health and safety obligations) to minimise the risk of infection, including to plan for asymptomatic testing;Have a contingency plan in place for outbreaks in the school or changes in restrictions;Communicate any changes in the processes to parents and staff.Summary:Remote educationFrom 8 March, attendance is mandatory for all pupils of compulsory school age. Schools affected by the remote education temporary continuity direction are still required to provide remote education to pupils covered by the direction where their attendance would be contrary to government guidance or legislation around coronavirus (COVID-19). This includes, for example, where such guidance means that a class, group or a small number of pupils need to self-isolate or that clinically extremely vulnerable children are to shield. All such pupils not physically unwell should have access to remote education as soon as reasonably practicable, which may be the next school day.School workforceSchool leaders are best placed to determine the workforce that is required in school, taking into account the updated advice set out in this section of the guidance for those staff who are CEV. The expectation is that until 1 April, those staff not attending school who are still able to work should do so from home where possible. Some roles, such as some administrative roles, may be conducive to home working, and you should consider what is feasible and appropriate. All staff must follow the system of controls to minimise the risks of transmission. Following the system of controls will reduce the risks to all staff significantly. You must explain to staff the measures you are putting in place to reduce risks and should discuss any concerns individuals may have. Staff who are clinically extremely vulnerable are currently advised not to attend the workplace.Catch-up supportYou will decide how the catch-up premium provided by the government is spent in your school. To help schools make the best use of this funding, the Education Endowment Foundation (EEF) has published a support guide for schools with evidence-based approaches to catch up and a further school planning guide: 2020 to 2021. The National Tutoring Programme will continue to offer tuition as normal and schools should continue to sign up and engage with the programme.Measures within the classroomMaintaining a distance between people while inside and reducing the amount of time they are in face-to- face contact lowers the risk of transmission. Teachers should not be expected to circulate around their room, and appropriate measures should be in place for teachers to give individual feedback that does not require them to get within two metres of pupils. Adults should seek to maintain two metre distance from each other and from children. Pupils should be encouraged to maintain distance and not touch staff and their peers.Educational visitsIn line with current coronavirus (COVID-19) restrictions, we continue to advise against undertaking all educational visits. DfE recognises the significant benefits of educational visits for children’s educational development as well as their mental health and wellbeing and is taking steps to allow children to enjoy visits in line with the government’s roadmap. In line with the roadmap, schools can resume educational day visits no earlier than 12 April. Any educational day visits must be conducted in line with relevant coronavirus (COVID-19) secure guidelines and regulations in place at that time.Public health adviceEducational providers have a legal duty to protect people from harm. You must comply with health and safety law and put in place proportionate control measures. To meet these obligations you must: Review your health and safety risk assessments in light of this refreshed guidance Make any necessary changes to your control measures applying the system of controlsAsymptomatic testingRapid testing using Lateral Flow Devices (LFD)s will support the return to face-to-face education by helping to identify people who are infectious but do not have any coronavirus (COVID-19) symptoms. For secondary school staff and pupils, we are moving to a home testing model. The lateral flow devices used have received regulatory approval from the MHRA for self-use. Home test kits will be available for all staff. Testing remains voluntary but strongly encouraged. Schools should retain a small on-site ATS on-site so they can offer testing to pupils who are unable or unwilling to test themselves at home.AttendanceSchool attendance is now mandatory. The usual rules on school attendance apply, including:Parents’ duty to secure their child’s regular attendance at school (where the child is a registered pupil at school and they are of compulsory school age)The ability to issue sanctions, including fixed penalty notices in line with local authorities’ codes of conductAs usual, you are responsible for recording attendance, following up absence and reporting children missing education to the local authority. You should not plan for rotas as there is no requirement to reduce"
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Leadership

Schools Coronavirus (COVID-19) Operational Guidance

30 Mar 2021

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      string(327) "... does not specifically measure the impact on children with SEND. But many point to the National SENCO Workforce Survey 2020[3] and the Ofsted[4] ‘Remote Education’ research based on YouGov survey data which do.A role for technology?While technology has been used to provide some sort of educational ..."
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      string(5645) "An app to help young people with autism and the multidisciplinary team that supports themTeachers and SENCOs have been working in a uniquely challenging environment during the pandemic to educate children with SEND. They have tried to support learning needs from a distance. But there have been limited opportunities for interaction, individual attention, and one-to-one support.A recent report from the Education Endowment Foundation[1] drew many stark conclusions about the widening of the gap between disadvantaged KS1 youngsters and their peers resulting from school closures during the pandemic. This report, alongside that from the Sutton Trust[2], does not specifically measure the impact on children with SEND. But many point to the National SENCO Workforce Survey 2020[3] and the Ofsted[4] ‘Remote Education’ research based on YouGov survey data which do.A role for technology?While technology has been used to provide some sort of educational continuity, it has not been an unqualified success. It is not a panacea for all SEND children.  Some Special School leaders in the YouGov survey said  pupils with complex sensory needs, who find it difficult to engage with a screen, need resources that are ‘tangible’ rather than ‘digital’.Bath Spa/Nasen revealed issues with provision and differentiation as teaching moved online in response to the first national lockdown.  72 per cent of respondents stated their school experienced challenges with providing virtual support for SEN children. 80 per cent found it difficult to provide differentiated learning online.Ofsted/YouGov found 59 per cent of parents of pupils with SEND, compared to 39 per cent without, said their child had disengaged from learning.Supporting children with autismConsider just one example: autistic children.  Typically, those on the spectrum prefer routine and consistency and do not cope well with unexpected changes and disruption.  Their parents reported wellbeing concerns, with heightened anxiety levels and poorer performance as a result.Yet anyone who has worked with autistic children will tell you there are many positive attributes to exploit, such as immense loyalty, honesty, and great focus organisational skills being a few among many. I myself have seen examples of a school leveraging an autistic pupil’s profound interest in film making, using technology to improve his social interaction and communication skills as well as giving his imagination the opportunity to blossom.  Another’s almost obsessive fascination for lifts, the facts and figures associated with their specification, and their design manuals etc. was catered for with a collection of digital sources to develop his literacy and numeracy too.Finding appropriate technologyProviders need to consider whether technology will be used to deliver online teaching or simply to support online learning. If the youngster is receiving wraparound multi-agency support from teachers, parents and health professionals then they will need collaboration and communication tools. These ensure all parties can keep in touch and that the child and their family are not socially isolated.Well-designed technology can be the key to helping neurodiverse students to develop independence/complete tasks without additional support. This is hugely important if they are to develop confidence and get a sense of achievement. It also must be tailored to the child’s sensory and learning needs. There is little point in choosing technologies which are loud for a pupil particularly sensitive to noise or heavily text -based resources for someone who needs visual cues. Good technology for young people with autism will offer:An easy-to-use interfaceLinks to/embedded appropriate resources and activitiesThe means to track progress and emotionsCommunication/collaboration tools directly engaging therapists/health workers etc. in actively supporting familiesAdvice/guidance for parents/teachersAn app designed by a parentDebbie Craig is the mother of a child with autism. She created an online learning and wellbeing platform called BOOP to improve communication between those involved in the education of SEND children including teachers, parents and healthcare professionals. The app was recently awarded Innovate UK funding in recognition of its value in helping families to navigate remote learning during the pandemic and its aftermath.The app was recently awarded Innovate UK funding in recognition of its value in helping families to navigate remote learning during the pandemic and its aftermath.Debbie’s son came up with the name and BOOP has been designed to bring together all the features and functionality young people with autism require. It runs on a smartphone or tablet and supports social stories.  Key features, tools and strategies are all in one place, so there is no need for multiple devices or software applications.  Learners have access to everything they need, in a way they understand, when they need it.Helping the support teamIn terms of ‘connectivity’, it links together all the key people (pupil, parents, teachers, other caregivers, health professionals) by providing a communication and collaboration platform.  It means those who provide wraparound support for the child can work together as a team during school closure periods or when children are absent from school for other reasons.Educational psychologist, Suzanne Farrell says: ‘BOOP provides a wonderful opportunity for positive communication and collaboration between the key"
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ICT and Apps

Boop - An App That Provides A Wraparound Solution For Young People With Special Needs

27 Feb 2021

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