Teachers, What percent of your class are doing the home learning?

[RosieLemonade]

And are you worried it will peter out to nothing? I teach in a very poor area. A lot of my class have laptops provided by the school which is helpful. But the engagement is low. Some days are better than others. Zoom lessons have about 75% but then hardly any hand in the work. What is it like at your school?

16 at home.
7submit work in all subjects on a regular basis.
5 do most of the tasks .
4 are hit and miss or submit late or the work is very basic and sometimes wrong. We pick up on this and send feedback/ask during a meet/make a phone call home.
1 never attends zoom but does submit some work and the teacher is doing phone calls.

About 50% are handing in the online work. Only a couple are doing all of it but generally the parents are doing what they can. It's difficult for them as many speak little or no English themselves.

25% are in school due to EHCP/vulnerable/KW status. They're doing the same online work in class.

About 10% aren't really doing anything. The parents have been contacted to see if there's anything we can do to help (lending laptops or providing paper packs) but there's still not much engagement.

The rest have asked for paper learning packs as they get on better with those. The parents find that their child works better as they're not so distracted by the screens.

It's a vast improvement on last year when we had only 2 or 3 children in each class actually handing anything in, but it's still not enough to keep them from falling further behind.

If this is till April? September? Do you think the numbers will rise or fall?

I teach a core subject in an extremely deprived area and max I have seen so far is about a third completing work (an online quiz) 😢 even in ks4 where they have been given laptops very poor engagement. Usually about 3 or 4 in a top set will join a live lesson it's so disheartening constantly calling and trying to drum up engagement as well as planning, organising and recording lessons

Y5 disadvantaged primary here. We do one live google meet lesson a day alternating between maths and English. Usually about 50 -70% attendance at that. Then a full suite of lessons via google meet using a variety of different resources - school made jamboard, white rose maths, oak academy including prerecorded lessons whenever possible. About 20% turn in everything a further 20% turn in most of it, 40% turn in some and 20% absolutely no engagement at all. This 20% are heavily chased and we are now producing packs to send home for them. I only have 2 in school. For those that are self motivated - not necessarily the highest attainers - this works well and they are making the same levels of progress they would at school but too many are picking and choosing whatever floats there boat and so there will be huge gaps.

@MrsBlobby43

I'd say out of the 90 in my year group, about 10 hand everything in, another 20 do some work and that leaves the other 40 with barely anything. We have about 20 keyworker children in school currently.

Oh no :( if this is typical the number of children falling behind must be huge.

Just read the rest and seen it doesn't get better on the whole

@Oilyvoir

Y5 disadvantaged primary here. We do one live google meet lesson a day alternating between maths and English. Usually about 50 -70% attendance at that. Then a full suite of lessons via google meet using a variety of different resources - school made jamboard, white rose maths, oak academy including prerecorded lessons whenever possible. About 20% turn in everything a further 20% turn in most of it, 40% turn in some and 20% absolutely no engagement at all. This 20% are heavily chased and we are now producing packs to send home for them. I only have 2 in school. For those that are self motivated - not necessarily the highest attainers - this works well and they are making the same levels of progress they would at school but too many are picking and choosing whatever floats there boat and so there will be huge gaps.

Mine seem to think it is a pick and mix type set up when they do what they fancy despite constant reminders of expectations.

Parent perspective here: we're making sure our yr 3/5 DSs do 90% (not fussing over PSHE or creative stuff too much), but we don't formally turn it in very much. Purely because it is such a pain to photograph things then upload as the work is on Google classroom but we usually need to print it off as our boys can't be left unsupervised with Internet access and we have to work. So we are making sure they do it and that they log in to their live lessons. But once I realised that we have to mark their work, the teachers don't do that when it's uploaded, I stopped bothering to upload regularly. Its one more thing in the endless list of tasks that we're struggling with.

Reading this thread has made me realise maybe we need to try and get more stuff 'turned in' formally. It's just so much organisation required and my younger DS in particular can't do it by himself.

Mixed area here. Y5 class of 30. 8 children in school every day, maybe 8 more on Zoom call 2x daily, 6 children have yet to do any tasks set! The remaining 16 children at home tend to do about half the work set, but not to the best of their ability in many cases. Some of them will be very very behind!
The work we set is not as challenging as we would do in school,

Mine seem to think it is a pick and mix type set up when they do what they fancy despite constant reminders of expectations.

We had a few that tried that , all the handwriting ,reading , SPAG and arty type stuff and no Maths or English.
We talked to the parents and told them Maths and English are the priority, an afternoon subject if possible . Anything else it was up to them. The response has been quite good.

We also had a kid hand in handwriting typed every single day.

@LarryUnderwood

Parent perspective here: we're making sure our yr 3/5 DSs do 90% (not fussing over PSHE or creative stuff too much), but we don't formally turn it in very much. Purely because it is such a pain to photograph things then upload as the work is on Google classroom but we usually need to print it off as our boys can't be left unsupervised with Internet access and we have to work. So we are making sure they do it and that they log in to their live lessons. But once I realised that we have to mark their work, the teachers don't do that when it's uploaded, I stopped bothering to upload regularly. Its one more thing in the endless list of tasks that we're struggling with.

Teacher here. Can you not scan the work in and email it to the teacher? We use Showbie which I believe (so the parents tell me) is quite easy to use in terms of uploading photos of their work. Most children do this at the end of the day en mass, which can be frustrating to mark (which we can do directly onto the photos) especially as we cant change the orientation of the photos, so if they've uploaded it sideways i get neck ache 🤣 As a school, we are keeping quite detailed records of who's done what work, and phone them weekly to give support.

This is so interesting. I got an email from DD3's dance teacher to follow up because she hadn't submitted the task. She had done it, but forgot to upload it (it was a video task). I presume, from that, that engagement must be fairly high because he wouldn't have time to chase the whole class.

@Soontobe60 yes we can. It's not a tech issue, it's a time/organisation/memory issue. We can uoad photos of work via an app (its a pain trying to transfer photos to laptops to upload via Google classroom). We're coordinating 4 live sessions per day (2 per kid) plus 4 plus pieces of work each done on paper/worksheets/in a workbook, mealtimes, getting outside for some fresh air, breaking up the inevitable fights, and both working full time. So then at the end of the day sorting through the piles of paper and scanning it all, then uploading to the app and then relaying the comments to/from kid and teacher (app is on phone so kids don't have direct access). I just haven't been organised enough to do it. Individually its all doable but put it all together and I'm just completely overwhelmed.

Parents who wfh will gradually burn out. So I would expect engagement to gradually fall. No ones fault, best of intentions etc, but can’t do two ft jobs simultaneously. So have to prioritise the one that meets our basic needs of food and shelter.

Very interesting thread, thank you.
Mother of a Yr, and Y2 and Y11 here and a Keyworker.
Youngest go into school 2 of 5 days. Rest of time we do bits and bobs but not most of the work. It's on Class Dojo and not easy to follow what's actually going on.
Y11 thankfully is doing 100% of set work and more independent study without any input from me (call from school tells me she's achieving full attendance).
Whole thing is a bloody nightmare for everyone 🙁

I'm a teacher but also have dc at grammar school and one in primary.

The expectation at the grammar school is that 100% must attend all lessons and submit work completed for each lesson. Any non attendance must be reported to school or they will follow it up with calls to parents. From what I have seen, all are complying.

For the primary child, there are 3 live zoom lessons each day. These have been engaging and interactive. Parents have to print the worksheets prior to the lessons and submit completed maths and English to the teacher for feedback to be given. There are extra things to do, that we sometimes submit. So far it's working well. It is tiring, but I'm happy with the provision we're getting and so far, dc are pretty happy.

KS3 and 4: 30-40%. Some children are doing EVERYTHING extremely well, including extension work, but that’s usually just one or two pupils per class.

Primary school of over 500, around 100 in school daily.
Over 95% closer to 97/98% engagement daily from those at home. We don't do live lessons as our parents were clear this wouldn't work with working hours, band width, available equipment. All are handing in at least 1 piece of work for marking daily. Lessons are a mixture of prerecorded, voice over, activities etc.

Year 3 and 4 mixed age class.

25 kids in my class
6 are in school every day
2 others in school sometimes
16 turn up to registration every day
12 regularly show for live lessons
3 regularly show for SEN specific lessons
6 children hand in work

1 is a complete no show, but school refuser anyway
1 turns up for registration but nothing else, mum and dad usually on board with school and support, but wfh. I never see any work but they say she's working on stuff

I speak to my kids in school once a day live, and all the others even if not for learning reasons, apart from my refuser. Phoned him once, they don't want me to call again.

Gaps will be huge whatever. I just want them to keep chatting to me and each other, and maybe doing some bits of maths and English. We only ask for 2 bits of work a week. Still not getting it. When I asked of they'd done it, only 4 said they had.

I also have a child at home with me. I've spoken with her teacher. She's assuming I'm doing phonics and covering the maths objectives, but would like to see some writing. It won't be in response to their lessons, which I feel bad about, but it will be some writing.

Parents perspective KS1. We do everything for the core subjects and about 50% of the others.
Im the one who has to photo of the work, upload it, monitor what’s due and when.
We get no live lessons. No 2 way communication and I haven’t spoken to anyone from the school since December.
I work evenings so can sit with DC and work through it during the day.
I assume we are in the minority as we get lots of generic emails asking for reasons to explain lack of engagement.