Landmarks College have been responsive to parent feedback about the new learn-from-home / blended learning approach.
Introduce the approach or activity
During the first week of home learning, all personal tutors contacted parents/carers to see how often they would like to be contacted and in what format (phone call, WhatsApp/text, email). Tutors also discussed home learning with the parent/carer and if it would be possible to support their young person to engage with this, and if so, how work would be collected (marking work verbally on the phone or taking photos to email to the tutor).
One parent supported her sons to engage with home learning as much as possible. One learner was reluctant to engage with more structured sessions; tutors found that the learner was still happy to take part in online quizzes and games with a variety of familiar staff members and peers. Through these social interactions the learner started to appear happier and more settled at home.
The other son was finding being at home much more difficult and was starting to display challenging behaviour that the parent was struggling to manage at home, and feared things would escalate further. It was decided that to best support the family, the learner would access the college’s farm for three days per week to support his and his family’s wellbeing.
Through communicating with the parent regularly and responding quickly to changing needs, we feel that this case study shows how Landmarks have been supporting families at home during this time.
Describe the learner cohort you have used this with?
All learners received a home learning pack that was differentiated to their level, and appropriate to the pathway they are on.
This particular approach was used with two learners on the Further Education pathway.
Top tips and key considerations
- Consider what resources you have available – how safely can you support learners on site, and how many learners are already accessing the provision?
- Consider the learners’ risk assessments and whether they would be safer at home or accessing the college environment.
- Consider how online sessions can be adapted to embed learning in a less overt way, e.g. what skills and targets can be attained through a quiz?
- Consider what input the learner(s) receive from the community and how this may be altered at the moment – who else supports the learner and their family?
What resources are required?
- Staff members who are familiar with the learner and their family
- Staff members who are able to interact in sessions online with learners, and also staff members who are able to support learners who are accessing the provision
- Safe access to the provision considering Covid-19 guidelines