Is my state school shit or just normal?

[Twattergy]

I've been v relaxed about the educational side of lockdown in terms of impacts on DS's learning (year3).
But today I've just been hit by how crap I think his school has been. Or maybe it is normal (state primary?). Tell me if this is better or worse than what your state primary school has offered:

1. online hub that is extremely un user friendly in which small number of worksheets are uploaded once a week. No need to send in work. I gave up and used bitesize .
2. from next week, 12 weeks in, one 30 min zoom group w teacher. Once a week.
3. from next week, one short daily video uploaded on aforementioned un user friendly hub, from teacher introducing that days work.

Nothing else. Why the small amount of videos and zoom now, after 12 weeks, at the time when more of the staff will actually be busy with yrs R,1 and 6? Am I being harsh in judging this as crap? Btw I know what fee paying schools are offering so no need to describe to me what they are doing by comparison!

Only have 1 at school ,but no actual teaching.I am WFH from home
Up at 5 ,do 3 hours work,8-9 breakfast shower washing on tidy up,9-12 teaching my DC 12-1 work emails,call backs,1-2 lunch prep tea tidy,2-4 work ,4-5 catch up review with DC 5-7 Dinner tidy ironing,chat with DH 7- 10 work 10 pm bed
Shattered.Trying my best with teaching ,but am not a teacher
We need to get the kids back to school

Our school has been amazing. They set all the kids up on google classroom before lockdown in anticipation, then sent home a week's worth in a booklet. Since then (except easter and half term) we have had weekly zoom catchups, three maths, three english, three science and three "topics" lessons (usually geography, social sciences) are being sent home, a mixture of practical and writing. They celebrate all of the "off curriculum" things the children are doing. The head tweets out messages everyday, retweets things the children are doing, writes a weekly blog and email. There is a covid-a9 what we are doing now section on the website. He "drops in" to the google classrooms and comments on things, and did a virtual tour of the changes made for the children coming back. The teachers mark the work, comment on next steps. They are also not just doing revision, but have moved to flipped learning so new topics and ideas are introduced and the children research and keep learning. They are continuing the Head teachers awards each week, along with the Times tables awards, merits system for work handed in.
Last week the main class teacher even came on and apologised, bless her, as she had been with the key workers bubble so not online as much, but even then the TAs had been online marking and commenting.

I am agreeing that a worksheet is not teaching.
It's just very difficult to "teach" without children!!
Usually I spend lessons making sure concepts are understood, practicing skills, linking them to other lessons, coaxing more work out of pupils- not just leaving a sheet on a desk.
However- I can't do that remotely. It's very tricky to get the balance right.

I do think that the feedback issue is important- kids get disheartened very easily.

@Theywenttoseainasieve

We are in the same boat with wondering about home schooling after this. Despite concerns about my dc’s progress (dyslexic) I’ve been continually assured that they are performing within target. The last three months have confirmed to me the target must be very low!

The school is so busy rushing through the ridiculous curriculum that they aren’t ensuring that the basic foundation skills are being taught and understood. And with large classes, slashed budgets and a curriculum that seems designed for only the very academically able kids I can’t see it getting any better.

I’m worried about my dc going back to be honest and falling even further behind.

The disparity on this thread makes me very angry.
Equally the disparity on return to school for those years eligible.
More and more it will be a postcode lottery as to whether your child can get a full time place, any decent education provision etc

@Neighneigh

Agree, so angry and utterly depressed at this ridiculous curriculum being forced on young children.

Here's an interesting article on this issue, and the fact it needs addressing because "normal" is a long way away www.tes.com/news/world-we-knew-over-lets-focus-future

Thank you @NeverTwerkNaked I hadn't seen that and just read it. Fascinating and I agree 100% with it. Why is Wales always so far ahead?! It honestly makes me depressed that there seems to be no medium or longer term plan in England, which in turn puts incredible pressure on individual schools to come up with their own programme. Arghhh is all I can say.

I have tried by discussing the lack of contact with the headteacher on numerous occasions - my daughter is under CAHMS and has really struggled at times - we have no way of contacting individual teachers privately. I was told that the teachers were very busy, had young children and didn't have the resources?? (as parents we are at a loss as to what they are busy doing as it's certainly not been anything in connection with the children - maybe we need to be told), our teachers must not have phones!!
I don't expect daily support or even weekly contact, but when they are told a child is struggling with the situation, a phone call every now and then would have been good

I agree @Neighneigh - clear direction is needed, backed by the resources to deliver it.

Big disparity seems to be around the use of tech to bring some contact e.g. Microsoft teams, Google classroom, zoom. These only seem effective when considerable effort and time has been put in by teachers. I guess what im concluding is that if home schooling is going to continue for several months that I need to ask that the school explores some of the best practise approaches outlined here. There may be resource or infrastructure barriers to them doing this. If that is the case I'd understand. If it is more that they can't be bothered, or haven't considered these options, that is a different matter.

Good article - definitely agree., There needs to be a nationwide approach to move forward, with clear direction. I think the years going back have left a lot of the children not returning very dispirited and they certainly seem to have been forgotten about in our school with all the energy going into those returning (which I can understand to a degree, but the others still need some attention too)

our school has been using google classroom - in my DDs class it has been very confusing with stuff all over the place. But have recently seen another class and theirs is a lot more steamlined, it seems to be how much time the teachers have spent getting to know it and use it properly.

Crap here too. Reception year. Work uploaded to Tapestry but mainly links to you tube stuff or Twinkl, no actual work set. No contact outside of Tapestry. After 10 weeks, they set up a Purple Mash account, which is awful. The work set is about 2 years too young and the system is so un-user friendly. But on the other hand, DD returned to school this week and that has been amazing. They've done a really good job at getting them back but I feel sorry for the ones still at home!

If schools are not in fulltime from September, there is a real need for standardization and in particular for standards that have to be met.

I have no doubt that most state schools are already meeting or exceeding the kind of standards I'm thinking of. I am not in the UK, but my friends' kids' schools have been really really impressive. No Zoom lessons (which I think are overrated anyhow) but very structured approach and lots of feedback. My friends say they are impressed.

Unfortunately, as this thread suggests, there appear to be some who are letting the side down.

I think it's a question of:
a) some schools in difficult catchment areas may feel cynical about whether students and parents will engage if schools offer decent provision. I have some sympathy as I can imagine how tough it must be to make a good effort and then have hardly any families bothering to do the work.
b) some schools may have a tendency to dwell heavily on "wellbeing" during this difficult time, and to believe that students' wellbeing is best supported by having them bake cakes and play games for six months rather than do schoolwork.

I know that teachers' hands are likely to be tied when schools are adopting these kinds of approaches and I feel bad for teachers who want to do their best for kids but are being prevented from doing so.

@kokeshi123 whereas for some children at least learning and having their brains stretched, or even just the normality of school work, can be central to their well-being.

I often think of Anne Frank, still looking forward to getting workbooks while in hiding. My children are certainly like that, they need and want to still learn.

Lower KS2 and it’s been awful. Two short packs of worksheets online, a list of suggested activities (with no accompanying suggestions of resources). Nothing marked and no contact from teacher.

Outstanding large primary in reasonably affluent area; has had consistently fewer than 10 KW or vulnerable kids in per week. Not opening for another three weeks for R, staggered thereafter for Y1 and 6.

I’d have contacted school, but we had an email letter from Head a fortnight ago asking us not to email teachers for anything as they are working tirelessly. Also hoping we’re enjoying our time with our children. No reference to potential challenges children and families may be facing.

Very disappointed with a school I’ve always respected and championed. DD is bored and misses her teacher and friends. My older three in secondary are having much better support; SIL and friends who teach in primaries elsewhere also show what can be done when SLT take a more proactive approach.

That's awful.

Ours (Primary 4, smallish town in Scotland)

Daily check in question.

All work assigned on Monday to be handed in during the week. Combination of numeracy, literacy, IT and wider curriculum. All returned and marked with comments within a day.

Virtual sports day

Virtual talent show

Weekly live quiz for kids on parents early evening Friday.

Think they're doing an outstanding job.

Michael Gove got rid of standard practices. Pushed schools to become academies away from control of local authorities.

Gibberty I could have written your post.

@grafittiartist round here at least the academies seem to be innovating better and working harder when it comes to remote teaching. (Not saying that is the same everywhere)

Just explaining the lack of cohesion.

The other issue is that different styles of online learning will suit different kids, and parents.

It's a steep learning curve!

@GibbertyFlibbet you should reply and say 'doing what?'
It's outrageous that they said not to contact the teachers - although we don't have any addresses to contact ours.
I had hoped that the schools had been contacting those children with plans or special needs - from this thread - that doesn't seem to be case everywhere

Work set but doing it appears to be completely optional which was nice in the first few weeks when it was all so alien but now we need structure. Class dojo to stuff but no work marked but we've been given maths work books with the answers in the back. Dojo seems to be used for the TA to share photos with each other... And this week a change to power point presentations which can't be downloaded and printed because they have animation on them which need to be worked through - not particularly suited to those of us who need to start our kids off at 9am before starting our first conference calls at 9:30.

The teachers have been very supportive by email but it's a tiny school so lacks the supporting infrastructure.

@Plaiceholder that sounds very stressful! Too much for me with a toddler in tow. I’m glad we aren’t under pressure like that. Maths every day and reading , that’s all I’m enforcing.