Schools have had a tough year during this pandemic. They have had to close their doors for all but the children of key workers during both the first and now this current lockdown. So how are schools managing online learning? Children have had to adapt to online teaching and more independent study. A big ask of the younger age groups, and their parents too. It’s not easy for the older pupils either. Keeping motivation and one’s spirits up when you can’t see your friends and teachers or take part in activities is the biggest downside for many children.
We asked Heads of some of SW London and Surrey’s independent schools how they have handled the challenges of keeping pupils motivated and achieving their learning goals with the move to online learning and teaching.
And also…
What are the biggest challenges the start of 2021 brings for teachers and pupils? Are you in a strong position to offer the best to your pupils and what are you doing that makes you proud of your school?
Feltonfleet Preparatory School, Cobham
Shelley Lance BD PGCE, Headmistress
“Before the pandemic struck, we had already invested a great deal of resource into integrating digital tools into our normal teaching routine, so the initial switch was relatively smooth. After the last remote learning period, we undertook a detailed debrief that has helped to improve our remote teaching and learning whilst retaining the very best of our earlier provision, and our learning dialogue with pupils is now stronger and more interactive through a ‘live’ digital classroom experience. Using our teachers’ high level digital skills, we can now support a formal lesson structure with effective use of digital platforms such as Firefly and Seesaw, enabling pupils’ work to be uploaded, assessed and feedback given on their learning goals and outcomes.
Pupils’ motivation is kept high by several factors: a wide-ranging curriculum with opportunities outside academic learning (eg. Trek to Tokyo; Thought for the Day; Form time); children seeing their peers and teachers in every lesson; and prompt, personalised feedback from a buoyant teaching staff who convey high academic expectations alongside a positive outlook that keeps the pupils feeling connected, despite their isolation.
“As we look at academic and pastoral provision, perhaps the biggest challenges are the pandemic fatigue and impatience felt by some pupils, many of whom are too young to clearly identify the reason for their feelings. The physical and mental well being of our staff is also particularly important, now that we are in a period of dark days, rainy weather and restricted opportunities for pupils to let off steam and enjoy life. We are proud of our school and we feel in a very strong position. With excellent procedures in place, underpinned by an incredible staff who all want the very best for every individual in the school, we are doing our utmost to provide the highest standards of remote education, whilst listening to feedback and acting where we decide it is in the best interests of our pupils.
Holy Cross Preparatory School, Kingston upon Thames
Sarah Hair, Headteacher
“It has been such an interesting and challenging time for schools. We are in a fortunate position at Holy Cross Prep as the use of technology was woven into our everyday curriculum long before the first lockdown; making the ‘switch to digital’ was a natural step for us to take. We were able to adapt swiftly to a remote teaching environment back in March, supporting our families along the way.
Our online educational provision has been extremely flexible and accessible, resulting in high levels of engagement in digital learning, significant academic progress, and a fun, interactive experience for pupils and parents alike!
“The biggest challenge was the speed at which we had to reopen online at short notice. Our dedicated and experienced teaching team took it all in their stride and immediately offered an almost normal timetable. We always aim to offer our girls the best!
We are so proud of the way our community has come together; strong teamwork has been essential to the continued progress and wellbeing of each pupil. Each day we see happy, curious young learners. From our staff-led ‘Story Time’, assemblies and our digital Show and Tell channels, we have introduced lots of new features to our Teams platform to successfully provide a positive learning experience.
https://www.holycrossprepschool.co.uk/
Newland House School, Twickenham
Chris Skelton, Headmaster
“The starting point when engaging children in remote learning has to be an acceptance that because of the differences between learning in school and at home, you cannot simply replicate the existing model. Children cannot engage with online lessons for seven hours a day, nor would be it good for their mental or physical health. Instead, schools are faced with the considerable task of re-evaluating year group timetables and considering what an appropriate and manageable balance would be.
It is important not to get bogged down by the sense of loss even though there is no denying the fact that being in school is hugely beneficial for most children. The best and most effective learning happens when it is done as part of a collaborative process and the added benefit of socialising with peers is vital for children to be able to develop this fundamental life skill. Remote learning removes the opportunity for teachers and supporting adults to check in with children informally as would happen throughout a ‘normal’ school day so setting up effective channels of communication with both parents and pupils for home learning is essential. None the less, there are things that can work really well at home and the relative quiet when completing independent tasks is very conducive to developing concentration skills.
“As in society more generally, ‘Covid-fatigue’ and feelings of ‘here we go again’ can easily start to dominate attitudes to this latest set of restrictions. We have found that the answer to this is to continually refine and reinvigorate our approach to home learning, both for pupils and staff. We were fortunate that we invested a very considerable amount of time in the first lockdown establishing an effective and very comprehensive remote learning programme which has meant that the return to home learning this January has been relatively seamless. I continue to be amazed by the way that the children have adapted positively to the constant changes to their routines. I am also extremely grateful for the manner in which the staff body have pulled together, demonstrating such significant adaptability and commitment in keeping teaching, learning and the school running so successfully.
Reed’s School, Cobham
Mark Hoskins, Headmaster
“At Reed’s we had already recognised that it was vital to anticipate the skills pupils will need in a more digitally-integrated future. Having a digital-learning strategy already in place allowed us to smoothly transition to a remote-learning model. We have been continuously investing in new technologies as they emerge. Keeping pupils motivated is key. We are continuing with tutor group meetings online, live lessons with teachers. Innovative content, an exciting co-curricular programme and outstanding pastoral care have also been a vital element in ensuring our pupils’ mental and physical wellbeing is cared for even whilst they are working remotely.
“2021 certainly began in challenging circumstances for everyone! We are all much happier when our pupils are in school, seeing friends, and enjoying shared experiences. However, by ensuring that the school day in its entirety continues online (albeit with some differences) means our pupils remain connected, engaged and learning. I’m incredibly proud that the pressures put upon us by lockdown have been overcome by our teaching staff, our amazing pupils and their ever-supportive parents. We may be physically apart, but we are all working together in the pupils’ best interest. I remain optimistic that calmer waters and brighter times await us in the future.
https://www.reeds.surrey.sch.uk/
Rowan Preparatory School, Claygate, Surrey
Susan Clarke, Headmistress
“Rowan’s remote learning provision focuses on the whole child; pastorally and academically. With daily form classes, 1:1 check in’s, interactive learning experiences and wealth of enriching learning materials the girls are motivated and intellectually curious. They are enjoying the balance of informal catches up with their friends to the structure and variety of their academic lessons. With weekly challenges, games and quizzes we can engage the whole school community. Girls also come together as a whole school at the end of the week for our Celebration Assembly, where we celebrate the girls ‘Star Qualities’ from the week.
“The staff and girls at Rowan are amazing, they continue to adopt a flexible yet determined approach to remote learning. The quality of provision for the girls has been planned with their learning style and age in mind. The staff are creative, supportive and expert at bringing learning to life yet are to support individuals and small groups when required. We are mindful of screen time and this is broken up with physical and creative activities each day. The Rowan community has come together to support each other, and our parents have been brilliant at recognising the strength of provision; there is much to be proud of.
https://www.rowanprepschool.co.uk/
David Paterson, Headmaster, Woodcote House School
The initial challenge was to train staff quickly, and then to ensure that the boys were well-acquainted with the requisite technology. We limited class sizes to a maximum of eight, which helped keep all the boys engaged and included. Most importantly, every lesson was live, and therefore infinitely more personal than the recorded equivalent.
Academic lessons were supplemented with regular pastoral sessions and plenty of extra-curricular activities, including fitness sessions, cookery, chess, quizzes, scavenger hunts etc.
Furthermore, rewards for excellent work and effort, broadcast in weekly assemblies, and inter-house competitions, kept the boys motivated and keen to do well in all aspects of school life.
Returning to remote learning has presented a challenge, and it was vital to maintain the boys’ enthusiasm and motivation. There have been small changes to the timetable, based on staff and parental feedback, thereby improving further what was already a successful model. I’m pleased to say that we have kept a good balance between academics and activities, which is so important in ensuring variety and also promotes well-being.
I am very proud of how well the boys and staff have coped, which has emphasised the strong sense of community on which the school has forged its reputation. Woodcote is a small, family-run school, which ensures that every boy is cared for, and all contribute to school life; this has never been more abundantly clear than during these uncertain times.
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