Keep up to date with all the latest news happening in school at the moment.

• IMPORTANT DATES AND CHANGES

  Fri 05 Mar 2021

  IMPORTANT DATES AND CHANGES.

  I think this is my second apology in as many days!

  I made a mistake by missing out the important date changes with my newsletter yesterday. We will update our website regularly from next week and keep you posted so you can see in advance any important dates. Isn’t it nice thinking that we can start looking at and using calendars againJ

  Important Dates

  • Monday 8^th March- All children back to school
  • Thursday 1^st April –Break up for Easter
  • Monday 19^th April – Children back to school for Summer Term
  • Friday 28^th May Break –up for half term
  • Monday 7^th June- INSET
  • Tuesday 8^th June –Children back to school
  • Thursday 22^nd July Break up for Summer Holidays
  • Please Note: We are taking 2^nd and 3^rd September as INSET
  • Monday 6^th September –All children back to school
  • Thursday 22nd October Break –up for half term
  • Monday 1^st November –Children back to school
  • Thursday 23^rd December- Children Break up for Christmas (Please note this is provisional depending upon other INSET and children may finish earlier than this date)
  • Monday 10^th January Children back for Spring Term.

  Polling Day Update

  Please note that this year we will now not be taking Polling day as an INSET day and children will now be in school on 6^th May. We will have added security staff on site that day to keep children and visitors safe and sound. We will send you details of implications for lunchtimes and Safeguarding arrangements for that day nearer the time.

  Last minute changes

  The Reception children will now finish at 3:10pm and not 3:00pm as stated previously.

  I hope that is all for now but I will keep you updated over the first few days back next week.

  Best wishes,

  Alex Buckley

• REMOTE LEARNING

  Thu 21 Jan 2021

   

  Remote education provision: Information for Parents

   

  This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

   

  For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

   

  Definition:

  Remote education is sometimes referred to as Home learning and the terms can be used interchangeably within our school context. It broadly covers the provision school will make to provide children with ongoing support for their learning in the event of a child being off school (either through self-isolation, bubble closure or school closure in response to National tier restrictions or lockdown).

   

  Context:

  Remote education is a relatively new concept in our primary school and has been developed in response to the Coronavirus situation which affected schools initially in March 2020.

  Remote education is a massive undertaking and change to both the national and school educational landscape. This has required new skills, new technologies infrastructure and procedures to be introduced within school alongside ensuring the continued education for certain groups who are required by law to receive teaching within school (Key Worker and vulnerable groups).

  This is a fast moving environment where schools have had to be reactive to the school closures and strategic in their development to make further improvements. Whilst massive strides have been made from March 2020 to the date of introduction of this information (January 2021) it is important to note that this will continue to develop over the coming weeks and months. We aim to build upon our successes, monitor engagement and provision as well as respond to parental feedback and keep pace with national developments.

  There is an expectation that remote/ home education works best when school, parents and the child understand their roles and work in partnership to continue to support a child’s education when they are not able to be taught in school.

  It is important to note that Remote education is only expected to be accessed when a child is well but prohibited from attending school.

   

  Responsible:

  Within our school:

  • Headteacher (Alex Buckley) is the coordinator of remote learning provision, monitoring and strategic direction (with the general support of the Governing Board).
  • Teachers with their year group partners are responsible for setting work for their year group. Teachers and Teaching assistants will be responsible for marking and feedback.
  • Other staff will provide technical support where necessary to other staff and parents as required.

   

  The remote curriculum: what is taught to pupils at home

   

  A pupil’s first day or two 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.

   

  What should my child expect from immediate remote education in the first day or two of pupils being sent home?

   

  • We will endeavour to provide some meaningful activities in basic skills (Reading, writing and Maths) via DOJO on the first day of remote education. This will be supplemented by other activities which are enrichment / useful activities from other areas of the curriculum. This will be in the form of easily accessible practice and consolidation rather than specific new concepts. Any new concepts will be supported by an instructional type tutorial if they are available.
  • Links to web based resources will be signposted for parents.
  • We will provide work packs for children who may require them (school will identify in advance who these will be provided for).
  • Vulnerable children and children with EHCP will receive a wellbeing check via phone call or Dojo message from an appropriate member of staff within 3 days of any school closure.

   

   

  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?

   

  • We broadly teach the same curriculum remotely as we do in school (for children who are attending as Key worker children or vulnerable) and those who are being educated at home.
  • The remote teaching and teaching in school (during any period of school closure) will focus upon the important basic numeracy and literacy skills as a priority. The “foundation subjects” will be covered but this may differ in the frequency and nature to how they would be taught in school. We aim to ensure all foundation subjects are covered over time but not necessarily each week. They may be taught as a discreet subject or as part of a topic approach and will be decided upon by the class teacher using their professional judgment on how best to engage the children in learning and cover the most important content.
  • We aim to teach a suitable combination of consolidation and practice of crucial basic skills appropriate for the year group as well as introducing new content in line with National Curriculum age related objectives.  However, we have needed to make some adaptations in some subjects. For example, PE may normally involve team and paired work but this will not be possible and so a focus on regular exercise, individual challenges and core stability work may be more appropriate. Other subjects such as music and modern foreign languages may be taught through themed activities. It is not possible to list all the possible exceptions or adaptations but through monitoring we will endeavour to ensure all subjects are championed and children have high quality and stimulating educational experiences.
  • We aim to teach a curriculum remotely that is comparable to that which is taught in school (both for attending children during period of school closure and to the usual school curriculum). There may be some differences due to the extent to which parents can support their child with their learning. Additional or alternative activities may be provided / offered as school and parents work in partnership and evolve their work together.

   

  Remote teaching and study time each day

   

  How long can I expect work set by the school to take my child each day?

   

  Government guidelines are that that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

   

  Primary school-aged pupils *It is inevitable that there will be some variance upon this within home learning as families juggle different pressures. We strongly support the spirit of this guidance and encourage regular engagement with learning but we appreciate some families will be flexible in their “daily timetable” and therefore the “weekly” suggested amount may be more useful to them.

  KS1- Equivalent to 3 hours per day (15 hours per week) KS2 – Equivalent to 4 hours per day (20 hours per week) FS- There is no National guidance on this but we suggest 2.5 hours per day for the Spring term (12.5 hours per week) Guided play is very much part of how a child within FS learns.

   

  Accessing remote education

   

  How will my child access any online remote education you are providing?

   

  Lessons and learning activities will be shared with parents and carers via our online platform DOJO which is familiar and reliable with over 98% take up rate. Wherever possible work set will be available one day in advance and a “daily drop” will be posted between 3-4 pm the night before the days learning.

   

  A weekly indicative timetable will be posted on DOJO on Friday for the following week with an outline plan of objectives and with resources identified which may require parents to prepare in advance. This will broadly indicate when activities will be introduced and will show the variety of:

  • New learning with teacher led tutorials (often though a Loom link or similar platform)

  • Practice and consolidation

  • Signposting to suitable online resources

  • National Oak Academy lessons

   

  And will identify any key resources parents may need to prepare in advance.

   

  Activities will either be available on the DOJO Class story dashboard or available on one drive / sharepoint. (We will be taking parental feedback on which is the preferred method)

  All activities will remain available for children and parents to access / revisit at a later date and will be periodically archived (initially termly)

   

   

  If my child does not have digital or online access at home, how will you 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:

   

  • We have communicated to our families that should there be difficulties in accessing a suitable remote learning device then we can support them by providing a loan laptop.
  • If individual circumstances change, or additional devices are required for siblings please contact school on: 01332 512732 or email admin@wrenpark.derby.sch.uk
  • Support for 4G routers and additional data allowances are available from DFE. Please contact school if you require further information.
  • Should a child experience technical difficulties please contact school for support. If necessary families can access printed materials, school books or other resources as required. Please contact school to discuss your child’s needs.
  • If there are any problems in uploading work onto DOJO portfolio work can be supplied on paper and left at the school office for the teacher to mark. This will be done in a covid secure way and therefore there may be a delay in providing feedback.

   

   

  How will my child be taught remotely?

   

  We use a combination of the following approaches to teach pupils remotely:

   

  • Teacher recorded lessons and short burst instructional input teaching from year group teacher (online lessons) delivered as part of our daily drop-These can be accessed at a time to suit parents and children (Loom activities on Onedrive)
  • Recorded teaching (e.g. Oak National Academy lessons, BBC Bitesize)
  • Printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • Textbooks and reading books pupils have at home
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences, links to BBC as well as other local and national resources which have been quality assured and checked for suitability of use by teaching staff.
  • Longer-term project work and/or internet research activities are a useful tool for some children but we do not intend to over rely on this for independent learning. Regular checking on children’s work and feedback is essential if this project work is ongoing.
  • Periodically there will be some challenges, activities and themed days which are shared with the whole school or selected groups via School Story on DOJO
  • Whilst remote teaching we appreciate that there will be challenges for parents and children and we will develop a system to indicate “essential learning” and learning which is “desirable” and “optional” to cover the scope of what is achievable for parents and children during this unprecedented time.
  • Live lessons using Microsoft Teams will be delivered initially with the sole aim of enabling children to “KIT” –Keep in Touch / Well-being activities with their teacher and have a shared experience.

   

  This will vary in content depending upon year group but be informal, friendly, teacher led activities which may include a PSHE game, celebration of learning, story, motivational activity, quiz. It may be used as an opportunity for some whole class feedback and clarification on aspects of learning. *Live lessons will be recorded for Safeguarding purposes and quality assurance of content. As there are significant Safeguarding issues to consider Live Teams sessions will be rolled out from week beginning 25^th January following information staff training and parental information being provided.

   

  Teachers may also use Zoom or other platform (approved by SLT) for sharing and interacting such as a class story lesson or celebration assembly. Further details and necessary safeguarding procedures will be made available prior to this activity.

   

   

  Engagement and Feedback

   

  What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

   

  • The Government have set out conditions for school for providing access to remote learning. It follows that there is a National expectation that parents and children engage in learning set so that children make progress and are not disadvantaged any more than necessary in terms of their education.
  • Whilst we appreciate every family has unique and challenging circumstances it is expected that all families engage with home learning as best as possible making school aware of any reasons for not accessing learning on a frequent basis.
  • It is best practice that a routine is set to enable children to access home learning on a daily basis roughly reflecting a typical school day with breaks and lunch as well as exercise breaks.
  • It is useful for children to have a dedicated place to work which is set out with the equipment they need; although we appreciate this is not possible for all families, children do need a quiet space free from distraction. If any families are struggling for suitable equipment (stationery etc.) they should contact school for a supply of essential resources.
  • Ideally Primary age children will have the support of an adult (as they would in school) to keep them motivated, provide help and to monitor their online activities. Prolonged periods of unsupervised learning should be avoided. We empathise with working families and appreciate this is an enormous challenge- do what you can!
  • Whilst there may be times children and parents are not in the “right frame of mind” for learning, parents should break learning down into manageable chunks of “little and often” so that good habits are maintained.
  • It is essential that there is at least some form of learning taking place each day otherwise gaps in learning will get wider, children will become disadvantaged as well as becoming more reluctant to start learning.
  • Regular learning will support children’s emotional health and wellbeing and it is important that their entitlement to an education is upheld even during these challenging times.
  • Expectations of parental support, for example, setting routines to support your child’s education

   

  How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

   

  • Children’s engagement with remote learning will be checked on a daily basis (by Teaching assistant or teacher) - this will be to check completion of work.
  • The Headteacher will monitor on a weekly basis all children’s engagement to identify any emerging concerns. We will contact parents regarding level of engagement to work in partnership in understanding any barriers and providing support where necessary. Whilst we understand that there will be individual differences in levels of engagement that children and parents display in these challenging times we will aim to minimise further disadvantages for children and prevent gaps in education from getting wider. We recognise that a disruption to education and delivery should not disadvantage children any further than absolutely necessary. We expect parents to share this view and to welcome any support provided.

   

  How will you assess my child’s work and progress?

   

  Feedback can take many forms and may not always mean extensive written comments for individual children.

   

  Children will be given feedback on their work in different ways. It will be given through marking and responses to their work which will happen on a regular basis. All children will receive some personal comments / feedback as part of developmental marking on some work weekly. Other work will be checked and “approved” with some less detailed feedback on a more regular basis in the aim to maintain high standards of children’s efforts and provide motivation and encouragement as well as to highlight any key errors.

   

  Feedback may be given generically via a Loom lesson –eg when introducing a piece of new learning the teacher may recap previous learning or go over any key misconceptions that have been identified as part of their ongoing assessments of children’s work.

   

  It is important that children receive feedback with their learning, so they are clear as to the things they have done well as well as any next steps. Therefore the more they engage with remote learning the more feedback they will receive and the more helpful this will be for their learning.

   

  Periodically a teacher may set a piece of work which they will use to formally assess the children’s understanding and knowledge in the same way they would do within school. When this is the case “parameters” will be set and shared with the children eg. a time limit or without adult support (independent work).

   

  Additional support for pupils with particular needs

   

  How will you work with me to help my child who needs additional support from adults at home to access remote education?

   

  We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

   

  • To support families of SEND children, we adapt our approaches to ensure that the curriculum being delivered is carefully differentiated and meets the needs of the child.
  • For children with SEND or younger children who may require additional support, we encourage parents and staff to work together - reassurance and confidence needs to be built upon in order for the children to be confident and to engage with their learning. It may be that children have the differentiated work set by challenge (e.g mild in KS2) or have extra recorded explanations or activities provided for them. We encourage a close partnership between parents of children with SEND during any period of remote learning. Children with an MEP or EHCP will continue to have a review process in place.
  • Children with an EHCP will have an individual risk assessment in place ensuring good levels of engagement in learning.
  • Some Younger children and children with SEND may prefer physical books to read in addition to Bug Club. If your child is not engaging with reading please get in touch.
  • At all times, we would still encourage children to be as independent as possible.

   

  Remote education for self-isolating pupils

   

  Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.

   

  If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

   

  Where a child is self-isolating (but well) whilst the rest of their class are in school, staff will continue to use DOJO as the platform to engage children in remote learning. Work will be uploaded for the child to access throughout the week and the child will receive feedback relating to their work. Physical work packs can be provided with notice if this is preferred by the parent.

   

  It is unlikely that Loom style instructional teaching (delivered by teacher) will be available in the same way as when the whole class are isolating / remote learning. However, where appropriate they may be directed to National Oak Academy. A member of staff will make contact with them if they are off for more than a few days for a well-being and learning chat with both the parent and child so that any issues can be addressed.

   

  AB 19/01/21

   

   

• Equality Policy

  Fri 23 Oct 2020
  Please see the policies section of our website for the updated Equality Policy

• 1st Letter return School

  Mon 18 May 2020

  16^th May 2020

  Dear Parents,

   

  I hope you are all keeping well and managing with the continued restrictions around life in lockdown.

   

  Last Sunday we all heard from the Prime Minister that there are some easing of lockdown restrictions and that schools will be returning in June in some form for certain year groups.

   

  The government documentation has offered some clarification for schools. Part of this advice guides schools to begin to prepare for the children in Reception, Year 1 and Year 6 to return to school from 1^st June 2020. Guidance has been updated from the government (Department for Education) throughout the week and there may be other points we need to consider as we prepare for returning children.

   

  I have spoken with other head teachers, school staff and school Governors and we have considered the best way forward for the coming weeks. For clarity, as we plan to re-open in a phased way, we will need to follow the government guidance on the required health and safety measures. Any partial re-opening would be likely to involve a staggered drop off and collection times; children would be in classes of no more than 15 with staggered lunchtimes. As you can imagine this is logistically very challenging; it is the detail of this that we are working on at the moment.

   

  I would like to thank you for your continued support and patience. We are developing a plan that we believe to be the best model and one that places the health, safety and well-being of children, parents and staff at its centre, which is our priority.  We are working on procedures and we will be sending out further information which will explain how we plan to work and hopefully provide clarity and reassurance about a return to school. We will be aiming to make any school return as smooth as possible for everyone.

   

  For any child not returning to school work will continue to be set via DOJO. We thank-you for the great work you are doing on this.

   

  We understand that the government hope that all year groups will return before the end of the summer term and we will bring you updates on these as we get them.

   

  Yours sincerely,

   

  Alex Buckley,

   

  Simon Chilvers (Chair of Governors)

• Coronavirus –COVID-19 and Safeguarding At Wren Park

  Tue 07 Apr 2020

  Coronavirus –COVID-19 and Safeguarding At Wren Park

  Purpose and Scope

  This document has been established on 6^th April 2020. It is a supplement to the Safeguarding Policy in light of the Coronavirus pandemic during a time of school being closed to children other than children of Critical Key Workers and Vulnerable children.

  In the light of a rapidly changing environment in school and National Emergency all reasonable and best endeavours will be made towards the Safety and Well-being of children and staff. Not every eventuality can be covered by the scope of this supplement at the time of writing.

  Safeguarding Leaders at Wren Park

  Role	Name	Email
  Designated Safeguarding Lead	Alex Buckley	head@wrenpark.derby.sch.uk
  Deputy Designated Safeguarding Lead	Gill Pettit	senco@wrenpark.derby.sch.uk
  Headteacher	Alex Buckley	See above
  Chair of Governors	Simon Chilvers	admin@wrenpark.derby.sch.uk chilvs1@hotmail.com

   

  Vulnerable children:

  Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.

  Those who have a social worker include children who have a Child Protection Plan and those who are looked after by the Local Authority. A child may also be deemed to be vulnerable if they have been assessed as being in need or otherwise meet the definition in section 17 of the Children Act 1989.

  Those with an EHC plan will be risk-assessed in consultation with the Local Authority and parents, to decide whether they need to continue to be offered a school place in order to meet their needs, or whether they can safely have their needs met at home. Many children and young people with EHC plans can safely remain at home.

  Eligibility for free school meals in and of itself should not be the determining factor in assessing vulnerability.

  Senior leaders, especially the Designated Safeguarding Lead (and deputy) know who our most vulnerable children are. They have the flexibility to offer a place to those on the edge of receiving children’s social care support. The management of infection control and minimising unnecessary travel and attendance in school will be significant in determining a placement.

  Wren Park Primary School will continue to work with and support children’s social workers to help protect vulnerable children. This includes working with and supporting children’s social workers and the local authority virtual school head (VSH) for looked-after and previously looked-after children. The lead person for this will be: Alex Buckley.

  There is an expectation that vulnerable children who have a social worker and on a CIN plan or Child Protection Plan will attend an education setting, so long as they do not have underlying health conditions that put them at risk as this will enable some monitoring of them and support. In circumstances where a parent does not want to bring their child to an education setting, and their child is considered vulnerable, the social worker and Wren Park Primary School will explore the reasons for this directly with the parent.  Where a child is in Foster Care then a decision will be made in consultation with the Social Worker as to a school placement. We will not undermine Government specific guidance but our main aim is to support the government in stopping the spread of COVID-19 and wherever possible where we believe a child is safe at home this will be encouraged as to do otherwise puts greater stress and risk upon school staff and essential Key Worker children who will need to attend school.

  Where parents are concerned about the risk of the child contracting COVID19, Wren Park Primary School or the social worker will talk through these anxieties with the parent/carer following the advice set out by Public Health England. This will be based upon factual accuracy of how infection control and supervision is being delivered within the school setting at Wren Park.

  Wren Park Primary School will encourage our vulnerable children and young people to participate in home learning and additional support may be offered to enable parents and children to access appropriate resources.

   Attendance monitoring:

  Local authorities and education settings do not need to complete their usual day-to-day attendance processes to follow up on non-attendance with regards to vulnerable children. 

  Wren Park Primary School and social workers will agree with parents/carers whether children in need should be attending school – Wren Park Primary School will then follow up on any pupil that they were expecting to attend, who does not. Wren Park Primary School will also follow up with any parent or carer who has arranged care for their child(ren) and the child(ren) subsequently do not attend. 

  How will this look at Wren Park?

  To support the above, Wren Park Primary School will, when communicating with parents/carers and carers, confirm emergency contact numbers are correct and ask for any additional emergency contact numbers where they are available. 

  In all circumstances where a vulnerable child does not take up their place at school, or discontinues, Wren Park Primary School will notify their social worker.

  Designated Safeguarding Lead:

  • The Designated Safeguarding Lead is: Alex Buckley
  • The Deputy Designated Safeguarding Lead is: Gill Pettit

  The optimal scenario is to have a trained DSL (or deputy) available on site during the time when school is open to children of Key Workers and Vulnerable children.  However in reality this will not always be the case as a skeleton staffing rota is most in keeping with government aims of minimising social contacts. When a trained DSL (or deputy) is not on site they will be available to be contacted via phone.

  Where a trained DSL (or deputy) is not on site, attending teachers will assume responsibility for co-ordinating safeguarding on site and will contact the DSL for advice.

  This might include liaising with children’s social workers where they require access to children in need and/or to carry out statutory assessments at the school.

  It is important that all Wren Park  Primary School staff and other workers (for example Premier Sports- who deliver Breakfast Club) have access to a trained DSL (or deputy). On each day staff on site will be made aware of that person is and how to contact them.  

  The DSL will continue to engage with social workers, and attend all multi-agency meetings, which can be done remotely e.g. virtual core group meetings.

   

  Reporting a concern

  Where staff have a concern about a child, they should continue to follow the process outlined in the school Safeguarding Policy, this includes making a report in the usual way.

  In the unlikely event that a member of staff cannot make a report, they should email the Designated Safeguarding Lead. This will ensure that the concern is received.  Staff must be aware of GDPR Guidelines when sending the email.   

  Staff are reminded of the need to report any concern immediately and without delay.

  Where staff are concerned about an adult working with children in the school, they should report the concern to the Headteacher. If there is a requirement to make a notification to the Headteacher whilst away from school, this should be done verbally and followed up with an email to the Headteacher.

  Concerns around the Headteacher should be directed to the Chair of Governors: Simon Chilvers.

  Safeguarding Training and induction 

  DSL training is very unlikely to take place whilst there remains a threat of the COVID 19 virus.

  For the period COVID-19 measures are in place, a DSL (or deputy) who has been trained will continue to be classed as a trained DSL (or deputy) even if they miss their refresher training.

  All existing school staff have had safeguarding training and have read part 1 of Keeping Children Safe in Education (2019). The DSL should communicate with staff any new local arrangements, so they know what to do if they are worried about a child.

  Where new staff are recruited, or new volunteers enter Wren Park Primary School, they will continue to be provided with a safeguarding induction. 

  If staff are deployed from another education or children’s workforce setting to our school, we will take into account the DfE supplementary guidance on safeguarding children during the COVID-19 pandemic and will accept portability as long as the current employer confirms in writing that:-

   • the individual has been subject to an enhanced DBS and children’s barred list check

   • there are no known concerns about the individual’s suitability to work with children

   • there is no ongoing disciplinary investigation relating to that individual

   

  Safer recruitment/volunteers and movement of staff

  It remains essential that people who are unsuitable are not allowed to enter the children’s workforce or gain access to children. When recruiting new staff, Wren Park Primary School will continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of Keeping Children Safe in Education (2019) (KCSIE). 

  In response to COVID-19, the Disclosure and Barring Service (DBS) has made changes to its guidance on standard and enhanced DBS ID checking to minimise the need for face-to-face contact.

  In the unlikely event that  Wren Park Primary School are utilising volunteers during the time of the COVID-19 pandemic, we will continue to follow the checking and risk assessment process as set out in paragraphs 167 to 172 of KCSIE. Under no circumstances will a volunteer who has not been checked be left unsupervised or allowed to work in regulated activity.

  Wren Park Primary School will continue to follow the legal duty to refer to the DBS anyone who has harmed or poses a risk of harm to a child or vulnerable adult. Full details can be found at paragraph 163 of KCSIE.

  Wren Park Primary School will continue to consider and make referrals to the Teaching Regulation Agency (TRA) as per paragraph 166 of KCSIE and the TRA’s ‘Teacher misconduct advice for making a referral’. 

  During the COVID-19 period all referrals should be made by emailing:

  • Misconduct.Teacher@education.gov.uk

  Whilst acknowledging the challenge of the current National emergency, it is essential from a safeguarding perspective that any school is aware, on any given day, which staff/volunteers will be in the school, and that appropriate checks have been carried out, especially for anyone engaging in regulated activity. As such, Wren Park Primary School will continue to keep the single central record (SCR) up to date as outlined in paragraphs 148 to 156 in KCSIE. 

  Online safety in School

  Wren Park Primary School will continue to provide a safe environment, including online. This includes the use of an online filtering system. 

  Where students are using computers in school, appropriate supervision will be in place. 

  Children and online safety away from school

  It is important that all staff who interact with children, including online, continue to look out for signs a child may be at risk. Any such concerns should be dealt with as per the Safeguarding Policy and where appropriate referrals should still be made to children’s social care and as required, the police.

  Online teaching

  Wren Park Primary School will ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements. Where this is not practically possible then the Headteacher will be involved in determining arrangements and minimising any breach of confidentiality and sharing of sensitive data.

   

  Virtual Lessons (should Wren Park decide to do them- in the future)

  • Below are some things to consider when delivering virtual lessons, especially where webcams are involved:
  • No 1:1s, groups only
  • Staff and children must wear suitable clothing, as should anyone else in the household.
  • Any computers used should be in appropriate areas, for example, not in bedrooms; and the background should be blurred.
  • The live class should be recorded so that if any issues were to arise, the video can be reviewed.
  • Live classes should be kept to a reasonable length of time, or the streaming may prevent the family ‘getting on’ with their day.
  • Language must be professional and appropriate, including any family members in the background.
  • Staff must only use platforms provided by Wren Park to communicate with pupils (DOJO)
  • Staff should record, the length, time, date and attendance of any sessions held.

  Supporting children not in school

  Wren Park Primary School is committed to ensuring the safety and wellbeing of all its Children and Young people. 

  Where the DSL has identified a child to be on the edge of social care support they should ensure that a robust communication plan is in place for that child or young person. 

  Details of this plan must be recorded, as should a record of contact being made. 

  The communication plans can include; remote contact, phone contact, door-step visits. Other individualised contact methods should be considered and recorded. 

  Wren Park Primary School and its DSL will work closely with all stakeholders to maximise the effectiveness of any communication plan. 

  This plan must be reviewed regularly and where concerns arise, the DSL will consider any referrals as appropriate. 

  The school will share safeguarding messages on its website and through email / DOJO. 

  Wren Park Primary School recognises that school is a protective factor for children and young people, and the current circumstances, can affect the mental health of pupils and their parents/carers. Teachers at Wren Park Primary School need to be aware of this in setting expectations of pupils’ work where they are at home. 

  Wren Park Primary School will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them.

  Supporting children in school

  Wren Park Primary School is committed to ensuring the safety and wellbeing of all its children. 

  Wren Park Primary School will continue to be a safe space for all children to attend and flourish. The Headteacher will ensure that appropriate staff are on site and staff to pupil ratio numbers are appropriate, to maximise safety.  It should be noted that school provides childcare for key worker children and will not be following normal lessons or following the National curriculum. However, quality learning activities and creative experiences will be planned for each day where key worker children are in attendance.

  Wren Park Primary School will refer to the Government guidance for education and childcare settings on how to implement social distancing and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of COVID-19.

  Wren Park Primary School will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them.

  Peer on Peer Abuse

  Wren Park Primary School recognises that during the closure a revised process may be required for managing any report of such abuse and supporting victims. 

  Where a school receives a report of peer on peer abuse, they will follow the principles as set out in part 5 of KCSIE and of those outlined within of the Safeguarding Policy.

  The school will listen and work with the young person, parents/carers and any multiagency partner required to ensure the safety and security of that young person.

  Concerns and actions must be recorded and appropriate referrals made.

  This guidance will be subject to review as necessary following any significant changes in Government strategy / provision during the response to COVID-19

  AB 6/4/20

• Newsletter 2nd April 2020

  Thu 02 Apr 2020

  Newsletter 2^nd April 2020

   

  Dear Parents,

   

  I hope you and all your families are keeping safe and well.  It would have been very hard to predict a few weeks ago the situation we now find ourselves in.

   

  This letter is a little lengthy but does have some useful information for you. So please find a quiet time over the next few days to look over it at your leisure and keep for reference.

   

  I would like to start by thanking parents for their overwhelmingly positive response to our communications and their understanding of the difficult position which we find ourselves in. You have being doing some wonderful things with your children in the last week or so, thank you. We have received so many nice comments and grateful thanks from you regarding some of the work and tasks that have been set and some lovely feedback.

   

  Having said that, just like you, we never expected to find ourselves in this situation. When we were told the schools were to close we had no notice and found out at the same time it was announced to everyone. Unfortunately, none of us received training on setting work remotely as a main means of educating children. There are therefore, going to be some teething troubles. Some teachers are still in school caring for children of Key Workers and some are self-isolating at home, so we are trying to get a consistent approach that addresses the majority of your children’s needs.

   

  We want to provide work that supports the children and helps them to rehearse key skills and consolidate knowledge. Some of you have said you find it difficult accessing Class Dojo whereas some of you are loving it! Some are feeling overwhelmed with the

  amount set and some are feeling there isn’t enough. Obviously, depending on the age of your child there will be different expectations set.

   

  I am aware that some parents have found the last week more challenging than others. What I will say is there is no right or wrong way to do this. You know your child best and you are the foremost and primary educators of your children. This is not home schooling but an unprecedented emergency situation impacting on the whole world. What it is though, is a golden opportunity to spend quality time with your children supporting them and doing those fun activities that get squeezed out of our everyday lives.

   

  We need to recognise that our children are worried, anxious and scared and, whilst we have tried to prepare them for the changes they are facing, this is to be expected. The realities of not seeing their friends everyday or being allowed to take part in their usual sports or leisure activities will now be starting to sink in. As adults we are finding this difficult, our children even more so.

   

  What we don’t want to do is add to the stress that we are all already experiencing. You can’t possibly work at home doing your job and educate your child at the same time. They will test your patience at times and perhaps drive you up the wall! But they will need more reassurance, more comfort, more understanding and more love than ever before. They need to know this is going to be okay. Make sure family time is key each day; read together, sing together, exercise together, watch TV together. They need to know that things will return to normal. Where we can, we will support you in this too.

   

   

  Now is a time to hold them close and support them through a very difficult time. You are doing a great job! Do what you can but the key things to remember are to read regularly, practice spellings, times tables and handwriting when you can and engage in some or all of the work set by the teachers at your own pace.

   

  When we return! Obviously we have no clear idea of when this will be but once children are back we will be able to pick up with where they children are within their learning and we will revisit areas before moving on so we don’t have “gaps in their learning”. I am sure your child will not be disadvantaged in the long term if they don’t cover the same content as other children during their time at home. The teachers will be able to support them as well as ever upon their return.

   

  Please know that we are here to support each other and that we are all in this together. Anything we can do, we will. Please don’t hesitate to contact us via email but bear with us if it takes a little while to respond.

   

  I would like to thank all school staff for how well they have tried to get to grips with this new situation. Like yourselves they have had to balance their own family lives, new ways of working in school supporting Key Worker children and setting up online learning. They have enabled us to make a lot of progress in a short time. I hope they are able to take some time over Easter for themselves to adjust and “take stock”.

   

   

  Easter Holiday Home Learning.

   

  In line with other local schools I have taken the decision not to set home learning activities over Easter with a lot of content. On Monday teachers will be sending out some Easter type activities for fun. If you could keep up with some reading and times tables too that would be great. If you wish to show us some of your creations via DOJO please do so. I am sure the teachers will be pleased to see the fun the children are having at Easter.

   

  Further Information:

   

  I am including some further information which may be of use but please, please, please just take it in the spirit in which it is intended and use what you wish, when you wish, if you wish!

   

  Some further Ideas to help with home learning.

   

  Whilst we are getting used to the new situation of home learning within the Wren Park Community there is a lot going on Nationally to help you at home- please see the following for ideas / resources (I don’t know how you are going to fit it all in-please don’t think you need to!)

   

  Coronavirus Education

   

  A few weeks ago Coronavirus was simply something in the world news; for children as well as adults the world of Coronavirus is confusing. This short publication may be worth sharing with your child.

   

  (Sorry you will have to type the web address in as the hyperlink won’t work- technology eh!)

   

  https://www.childrenscommissioner.gov.uk/publication/childrens-guide-to-coronavirus/

   

   

  I’ve also attached a ‘Feel Good’ booklet to share with your child IF you think it’s appropriate and a link to an online booklet written for children to explain the current COVID-19 crisis: https://www.flipsnack.com/CSKidsBooks/what-s-going-on.html

   

  I have also attached some links that support mental health and well-being.

   

   

  Celebrities Everywhere!

   

  Below is a list of celebrities who are presenting a range of learning activities. I can’t validate each of them but I have had a look at most and they seem like fun. Remember though that even these celebrities are not as good as a parent! However they may be good breaks for both children and parents throughout the school week. Unless you have already trained your children with household chores and making lunches then I know it will be a bit of a balancing act trying to get everything done!

   

  Don’t feel guilty about letting the children go online a little or watch some of these programmes. All your good work needs to be sustainable so don’t burn yourselves out in the first few weeks by trying to do everything. –Just keep an eye on their online activities and check they are being safe and responsible.

  If you “google” the celebrity and their activity you should be able to access their online activity.

   

  PE with Joe Wicks - Streamed at 9am, daily

  Fitness guru The Body Coach is leading a 30-minute livestream on his YouTube channel every morning with workouts created specifically for kids. Kick off your day with some exercise and keep your energy levels up!

   

  Geography & Environmental Studies with Steve Backshall - Streamed at 9.30am, every Wednesday

  Bring the wild into your living room with naturalist and TV presenter Steve Backshall! He'll be answering all of your burning questions about animals, conservation and the environment with his live Q&A broadcast across Facebook and YouTube.

   

  Maths with Carol Vorderman - Access anytime

  Legendary Countdown alumnus and mathematician Carol Vorderman has opened up her incredible maths website The Maths Factor to the public, giving free access to 4-12 year olds until they go back to school.

   

  Science with Maddie Moate and Greg Foot - Streamed at 11am, daily

  Join Maddie Moate from CBeebies' Do You Know every day for a science lesson with a twist, all from the comfort of your own home! Let's Go Live features quirky garden activities, craft ideas and plenty of fun facts to keep little brains busy.

   

  Dance with Oti Mabuse - Streamed at 11.30am, daily

  Oti Mabuse is bringing some Strictly magic to your living room every morning with her free daily livestreams where she and Marius Lepure will be teaching you how to dance like a pro in just half an hour. Each day has a different theme - so far there's been Mary Poppins, Trolls and even Shrek!

   

  English with David Walliams - Released at 11am, daily

  Bestselling children's author and brilliant comedian David Walliams is releasing an audio version of one of his stories each day on his website at 11am. When you've got a quiet moment during the day, settle down and listen to his hilarious 20-minute storytelling session and escape the world for a bit.

   

  Food Tech with Jamie Oliver - Streamed at 5.30pm, daily

  Chef Jamie Oliver is releasing new episodes every day of his Keep Cooking and Carry On series on Channel 4, focusing on how to make the most of what you've already got in the kitchen. Plus, Jamie's 9-year-old son Buddy has an entire playlist on YouTube dedicated to kid-friendly cooking that you can join in with.

   

  History with Dan Snow - Access anytime

  The History Guy Dan Snow is offering free access to his website History Hit for 30 days, which you can use to help stick to your history curriculum. You'll find documentaries on everything from Roman Britain to Jack the Ripper and everything in between.

   

  Music with Myleene Klass - Released at 10am Monday, 6.30pm Wednesday, 10am Friday

  Enrol in Myleene’s Music Klass, where she'll be posting 3 lessons a week to get your children's music abilities flowing. You'll learn all the basics about rhythm and reading music and who knows, you may even end up with some mini Mozarts by the time lockdown is over!

   

  Story Time with Amy Adams, Chris Pratt and more - Access whenever

  Loads of huge Hollywood stars have joined forces to bring you Save With Stories - an Instagram account where celebrities read their favourite children's stories and sing their favourite songs to keep your kids entertained.

   

   

  Home Economics with Theo Michaels - Streamed at 4pm, Monday and Wednesday

  Join Masterchef semi-finalist and TV chef Theo in a live family-friendly cook-along as you create something delicious from your cupboards. He usually posts the ingredients you'll need on his website beforehand, so you can check you have it all ready.

  Safeguarding

   

  Just to remind you that should you have a Safeguarding concern at this time then it is important that you raise this with us. At school we have two Designated Safeguarding Leads’ myself and Mrs. Pettit. You can contact us through school.

   

  If you have immediate concerns over the safety and welfare of a child and can’t get hold of us then please contact the following sources for advice:

   

  • Derby City Council Children’s Social Care: 01332 641172
  • Childline: 0800 1111
  • NSPCC Helpline 0800 800 500
  • Police-Non Emergency 101
  • Police Emergency 999
     
    Best wishes,
     
    Mr. Buckley

  

• Friday 27th March Update

  Fri 27 Mar 2020

  Dear Parents,

   

  I know that I only sent something yesterday and I really don’t wish to bombard you with information whilst you are coming to terms with the new challenges we are all facing.

  However; we do wish to be of help and keep lines of communication with you in a variety of ways.

   

  We will send important information to you by email and make it available on our website. Please do keep checking the website periodically.

   

  Next week we will be starting with DOJO so the teachers will be communicating with you regarding learning on that platform. Without sounding like a “scratched record” (try explaining that one to your children!) please do not upload anything on DOJO yet- there will be plenty of time for that and I will send some further guidance on this next week.

   

  Whilst we work through this situation more things are entering our thoughts on how we can help each other at this time. I think communication and contact will be important for the whole Wren Park Community and especially so the longer this goes on. With this in mind I am setting up two new lines of communication in addition to our emails and website; one on a serious nature and one for a bit of fun.

   

  1. COVID-HELP
     We realise that a few families might be very isolated indeed if they have to quarantine themselves and this might mean basic necessities will be running low in households and cause extra stress to you. If this is genuinely the case you should email us and we will be in contact to see how we might help in getting these necessities to you. Obviously we will have limited capacity and cannot do a full weekly shop from schools or our own budget but we will hopefully sort out a way through for you.

  If this is needed please email us in confidence and we will get back to you as soon as possible please type COVID-HELP in the subject line of the email.

   

  1. THOUGHTS FOR THE WEEKEND
     As our weekdays and weekends may start blurring into one I will aim to send you all a piece of family homework for the weekend, usually in the form of question (impossible to get a wrong answer too you will be glad to hear!) This will be to get you thinking and sharing your ideas with your family (no need to put pen to paper unless you wish to). It can take as little as a minute or you may wish to give them more thought it is up to you!
     You do not need to send us any form of reply unless you really want to and if you do this may be from a single word to a couple of paragraphs (no long essays please!) If you do wish to reply then please email us but you must enter “THOUGHTS FOR THE WEEKEND” in the subject line and send it back by Monday morning.  I cannot guarantee I will respond to everyone but I will possibly share some interesting responses with you all the following week. Please do remember though that any response is expected to be appropriate for the setting of a Primary School!- I’m sure we have all seen some stuff over social media which has been amusing and clever but some which has been inappropriate, let’s keep it in the spirit in which it is intended ie. a bit of fun and appropriate!
     This week I thought I would give you two questions just to get you started.
      

  1. What has been your biggest challenge this week?
  2. What have you been most grateful for this week?
      
      

  I hope that despite the circumstances we now all find ourselves in that you are able to have a peaceful and relaxing weekend.

   

  This week I have seen a few parents who have been Key Workers doing long shifts, my thoughts and thanks are with you.

   

  Please take care everyone and Keep Safe.

   

   

  Best wishes,

  Alex Buckley

• Thursday March 26th Update

  Thu 26 Mar 2020

  Dear Parents,

  Thank-you all so much for your patience and support these past few days. Firstly we hope you are keeping your family safe and following the national guidelines as best you can.

  I am sure we are still all reeling a little by the impact this situation is having on us all. If these measures are successful in slowing the spread of the virus then I am sure we will look back at these times with reflection on how we all played our part, children, parents, school staff and particularly those key workers within the NHS.

  This week has been busy prioritising new working arrangements to cover for Key Worker children keeping everyone of us a safe as we can in these times.

  We are now able start turning our attention more towards helping parents at home with taking on the new role of teacher. In the past we would have really struggled with this but with the age of IT being at our finger tips we can see how that might benefit us all at these times.

  Staff are starting to gather teaching materials which will be broadly appropriate to the age related expectations to share with you and your child. We will be using DOJO as a platform for sending the learning aims, resources and ideas to you. Initially we will be sending this to you for you to access in readiness for your teaching/ supervision of learning. You should all now have received your log in codes.

   

  Please do log-on and familiarise yourself with the site even if there is nothing to look at yet!

  Whilst teachers get used to this system please bear with us; they are all fantastic teachers we are a bit of a mixed bag on IT skills! We have upskilled ourselves this week in this “remote learning” and how this might work practically.

  Once we get a week or two down the line we will be enabling you to contact us through DOJO –if the settings on your DOJO page allows you to do this at this point please do not contact us for learning support so we can concentrate on getting to grips with this system as well as trouble shooting and supporting parent login-ins.

  We will be looking to upload different things over time including teaching videos staring our own special and talented staff! – When this is all over I will owe them a few favours!

  We aim to run a Tuesday- Tuesday working week and will ensure there is some new learning on the DOJO on Monday evening/ Tuesday morning. We may put on activities for the week or may be adding some throughout the week- we will see how this is working out in practical terms once we get started.

  My own children’s secondary school has been using a similar system over recent years for setting homework but I know that they have had many problems this week in “scaling up” to cope with new requirements. Again although I hope it goes smoothly, there will inevitably be some teething problems to sort and we will work on them as fast as we can.

  If you need any additional activities in the meantime there is a wealth of great stuff on line. Please see some of the links on our website.

  I hope that you have coped with these added pressures you all face and I know that for some families this must be a very unsettling time with added financial pressures and concerns over own vulnerable family members.

  From school perspective please take your time with this new situation and don’t worry if you are not “up to speed” with home learning for a little while. If you have not yet had chance to read the article I sent a link to in my last letter please do so as there were some useful tips there.

  I know in these times we can for once be thankful for the blessings of social media and mobile connectivity. I am sure you are all making good use of it in keeping in contact and sharing good ideas and support. There are some fantastic tutorials for all sorts of things whether learning a new skill such as making your own pasta or becoming a drummer using kitchen utensils there is enough to keep us all busy when we can’t get outside.

  I would urge you all to use this opportunity to talk to your child particularly around E:safety and responsible networking. At this time I am sure children will be wanting to go online more than normal and it is not possible for you to keep an eye on their every move. However, there will be the same and indeed increased risks of on line grooming. There is also the increased likelihood of children copying or even uploading their own risky behaviours and dangerous pranks which could result in injury.

  There will also be a huge amount of alarming facts and fiction that the children will be able to see especially around Coronavirus.

  Please talk to your children and help them to keep Safe Online and emotionally safe from harmful media.

   

  Key Points:

  • Keep a regular watch on what your child is doing online
  • Talk to them about not sharing personal information
  • Shut down anything which makes them uncomfortable or scared and talk to you
  • Do not say or post anything online including through web based games anything which might be hurtful to others
  • Only connect with known and “trusted” people
  • Do not copy any “pranks” and do not share them with others.

  The list goes on! But just keep an extra eye on them and use online time for a safe and healthy mixture of learning and entertainment.

  You might like to share with your child something funny that you have seen online and that is a good way for opening up conversations with them about keeping safe.

  It would be sensible to limit their time online but please don’t ban them altogether as it could be really valuable to them at this time- as well as giving you a bit of a break from teaching them algebra! (Y6 parents!) J

   

  One additional request. The staff have been absolutely amazing this week in doing whatever they can to help make some workable sense from this situation. Although we have a critical incident plan this really is new territory for us all.

  Please spare a thought before posting any less positive communications yourself through WhatsApp groups or other means. We are all affected by this situation and we are doing our best for you. I ask that you work with us and with courtesy and consideration. Without going into cliché mode this certainly is a time for us to work in partnership.

  Please don’t compare us with other schools at this point as all schools will be working with the capacity they have and without any specific support or guidance. I think all schools are trying to do their best. By all means take a look at the resources available from other schools – I will certainly be looking for good ideas over the coming weeks and “mag-piing “ their good ideas! – “Mag-piing” is what we ask the children to do – taking good ideas from stories and including them in their own stories (there’s another quick teaching tip!)

   

  I’ll write again next week and keep you posted with things which may keep you up to date.

  Keep Safe everyone.

   

  Best wishes Mr. Buckley and all staff at Wren Park.

• Class Dojos

  Wed 25 Mar 2020

  Dear Parents

  Please read the below information about Class Dojos, we will be using this platform to communicate to parents and children with further home learning from next week onwards.

  It is important that you set up your account as soon as possible and the instructions are attached. You will then get a text message with your personal log in details. These texts will be staggered over the next few days.

  If you aren't receiving text messages from school - (there has been one sent most days over the last week) please email school with your correct telephone number  admin@wrenpark.derby.sch.uk. Please note we can only send text messages to one parent not to both.

  PLEASE DO NOT TELEPHONE SCHOOL WITH QUERIES AS THE STAFF WORKING IN SCHOOL ARE WITH THE CHILDREN.  

   

  We are in the process of setting up our online Class Dojo platform to be used whilst home learning is to be set. We are aiming to start sending out text messages for each child that will contain your individual link to Class Dojo. These texts will be sent a year group at a time over the coming the days in order for us to troubleshoot any potential issues.

  To set up your account ready for when you receive a text – you will need to follow the instructions in the link below. You can have Class Dojo as an app on your phone or tablet or log in at ClassDojo.com on a computer. The instructions are all in the link.

  https://classdojo.zendesk.com/hc/en-us/articles/205417305-Create-a-Parent-Account#web 

  When you receive your text message, please use the information bolow to help you set up a parent account and add individual children to that account. If you have more than one child at school you only need to set up the parent account once.

  Once we have set up all year groups and parents are connected we will notify you when the first lot of work will be posted on the site. Can we please also ask that you do not use the message feature to contact teachers as this is unmonitored and staff will not respond. If you have any queries or concerns please contact school by email admin@wrenpark.derby.sch.uk and we will get back to you as soon as possible.

   

   

   

  

• Tuesday 24th March Update

  Tue 24 Mar 2020

  Dear Parents,

   

  We hope you are keeping well and adapting to our changing times. What a difference a few days makes to all our lives.

   

  We all share the same hopes that these new restrictions help to keep all our friends, family and community safe. Our thoughts will be on how we are going to get through this ourselves as well as extending to, best wishes and indeed many of you may be praying for all lives touched by this situation around the world.

   

  It is a time for slowing down, reflecting and managing day by day at present.

   

  At school we have had to prioritise our efforts on arrangements for key worker children. As you will appreciate this has included a considerable amount of new systems being put in place for the safety and wellbeing of these key worker children and our own staff.

   

  We are now starting to be able to move our efforts a little more in supporting you at home in your new role of teacher.

   

  We will not be bombarding you with a “drop it all on you at the start” approach but will hopefully make new challenges of educating at home manageable. We will be moving towards using class Dojo as a platform for accessing material and for learning as this has the facility of us seeing children’s work from a distance and providing feedback.

   

  This process should be straightforward once we are up and running. You will soon receive login details (over the next week).

   

  In the meantime we will be sending some information from the class teachers about some activities for the next few days, look out for another email later today.

   

  I’ll leave it there for now but will be keeping you posted.

   

  Please bear with us at this time. We are all working through this new situation as best we can and we really do appreciate that this may be an anxious and stressful time especially at the start of this new regime.

   

  There is lots of advice in the media about how to support your child at home; (some better advice than others)! I came across this article which may be a good place to start as there are some wise and useful points raised. Grab yourself a cuppa and have a quick read if you can.

   

  https://www.theguardian.com/education/2020/mar/23/let-your-kids-get-bored-emergency-advice-from-teachers-on-schooling-at-home

   

  Best wishes to you and all your families. I am sure over the coming weeks we will find new ways of supporting you and maintaining contact.

   

  Alex Buckley