The Manor Girls
Eaton House is committed to providing as close to the fullest possible education for all pupils. Over the summer term, teachers and families pulled together to support each other during the move to temporary online learning. The teachers were able to offer a high-quality learning experience with data sharing that 98% of parents felt that the communication during the remote learning period was clear, and 96% of parents satisfied with the school's remote learning arrangements.
Detailed guidance was offered in the summer term for parents and pupils, in the form of the Parent's Guide.
All further communications regarding remote learning can be found on the new enhanced Parent Portal.
Guidance for Parents and Pupils
As effective communication is at the heart of the teaching and learning process, the implementation of Zoom will enable us to refine both our academic and pastoral provision. Being a video-conferencing platform, Zoom will allow the teachers to talk to and see the whole class simultaneously. This, in turn, will mean the teachers can introduce new concepts, lead the girls through their tasks, clarify scheduling and answer questions. Accessing lessons via Zoom will be done by simply clicking on a link that will be sent to you by your daughter’s form teacher - more information to follow.
Crucially, from a pastoral perspective, using Zoom will also mean that the girls will be able to benefit from weekly one-to-one conversations with their form teacher in order to review their progress, discuss their feelings and explore any concerns. This face-to-face contact will be a vital tool for us maintaining the wonderfully strong and warm relationships developed between the staff and the girls, and will assist us in gauging the emotional and mental health of each child in our care.
The SeeSaw platform utilised by the girls during our soft launch will continue to play a role in the delivery of the curriculum. The amount of time and focus given to SeeSaw will be age dependent as we recognise that our younger girls, in particular, require more support when accessing this tool. Please see the guide on using SeeSaw at the bottom of this page. Tasks and resources for the following day will be placed on SeeSaw by 7.30pm the night before so there is time for any necessary documents to be printed and for you to plan ahead. If your daughter then completes this work prior to her timetabled lesson, or at a time that is more convenient for you, it may be that Adventure Book tasks, project work, exercise, life skills etc can be worked on during the relevant lesson.
If your daughter is unable to attend school, please could I ask you to contact her form teacher by 9.00am of the day in question.
Miss Kirsten and I are working hard to produce timetables which provide diversity and variety as well as a degree of simplicity and flexibility. Once the timetabling process has been completed, your daughter’s class timetable can be accessed by clicking onto the appropriate year group tab.
For our younger girls, we have adapted a regular timetable to provide the girls with a structure that enables development of the core literacy and numeracy skills whilst also keeping the need for parental supervision and support to a manageable level. For the older girls, who will continue to receive teaching from a broad range of subject specialists and who already possess a greater confidence with their computing skills, we have tried to retain as many of the features of a regular timetable as possible.
As you will see from the example timetables below, we shall begin each day with a Pastoral/Registration session from 8.30-8.50am. This session will be conducted via Zoom and will enable your daughter’s form teacher to welcome the girls, to relay any important information that affects the entire group, to talk through the day ahead and, if time permits, to engage in one-to-one conversations.
Following on from this, the girls will stay logged on to Zoom for their various subjects so that the teachers can talk the girls through the learning objectives and tasks for the day. Some of the tasks the girls will be asked to complete will be done through SeeSaw, but a notable proportion will be done with pencil/pen, paper and other easily accessible tangible resources. This will enable the girls to be as independent as possible and will reduce the need for parents to be engaged in significant amounts of downloading and printing.
The core subjects of English and Maths will take place in the morning, where possible, punctuated by break at 10am, and with a half hour slot for reading running every day from 12.00-12.30pm. This reading may take the form of girls doing silent reading at home, reading to their teacher or, indeed, involve the teacher reading to the entire class. Weekly spellings will continue to be set and tested, and mental maths skills such as times tables will also be regularly practised and assessed.
Practising the correct letter and number formation to achieve neat, legible handwriting remains a vital skill for the girls. Handwriting lessons, therefore, are on the timetable and if there is ever additional time you wish to fill, the task of writing a card, postcard or letter to a friend or family member could help the girls put their learning into practice.
Please note that whilst Drama and TPR do not appear as distinct subjects on the timetable, some of the associated skills and knowledge sets will be integrated into the sessions led by your daughter’s form teacher.
Marking and Tracking:
In order to provide feedback, both oral and written, on the work the girls produce, it is important that the teachers are able to see evidence wherever possible. Ideally, this means that any English or Maths work undertaken in the morning is uploaded onto your daughter’s Seesaw journal by the end of lunchtime. We shall be tracking the progress your daughter makes through our marking, and teachers will continue to provide appropriate targets. Miss Kirsten and I shall be regularly “observing” lessons and evaluating them in conjunction with the teachers in order to ensure the necessary progression is being made.
In order for families with children in more than one Eaton House school to come together for lunch, there will be a common lunchtime from 12.30-1.30pm.
In the afternoons, there will then be opportunities for the girls in a range of other subjects and activities. From 1.30-2.00pm, we shall again be asking the girls to connect with their form teacher as a form of registration and for any pastoral needs. So as to avoid the girls spending too much time in front of a screen on any single day, the afternoon lessons will begin with teacher input via Zoom but will, in most cases, lead to the girls carrying out a task which is creative, physical, STEM related, language or play based.
Regular exercise is, of course, going to be vital for the physical and mental wellbeing of the girls. Thus, if possible, a daily walk or time spent outside will be of benefit. Any PE lessons on the timetable will, like the other subjects, be led by a member of the PE department who will be talking and demonstrating via Zoom a series of exercises for the girls to engage with and enjoy whilst indoors. For the Games sessions, however, as these sessions are longer, the girls will given a list of activities that they may wish to do that will not require them to be in front of the screen. If you would prefer your daughter to do different activities, particularly if she has siblings, or you would prefer for the activities to be done at a different time then the afternoon scheduling allows for this flexibility.
Equipping our children with practical skills that enable them to become more confident, independent individuals is a key element within our timetable. It is also an opportunity for the girls to collaborate with either yourselves as parents or siblings in order to achieve the common goal of maintaining a happy, harmonious home. Sharing the responsibilities of some of the domestic chores may also filter into this time, so that the children really appreciate the value of teamwork. During these slots, therefore, we shall be providing a list of suggested age-appropriate tasks that might include making their bed, helping pack/unpack the dishwasher, laying the table, helping in the garden, learning to tie shoelaces etc.
Adventure Book Tasks/Projects:
All the girls in the school are familiar and confident in their use of their Adventure Books, and the remote learning offers a chance for further engagement with some really exciting open-ended questions. By the very nature of the Adventure Book tasks, the time spent on each question could range from a few minutes to several hours and may, therefore, evolve into a more substantial project. The questions will naturally not only develop the girls’ higher level thinking skills but particularly their creative, analytical and evaluative skills.
Free Play (KG):
With our youngest girls, it is important that they do have time to make choices and determine their own activities. Independent play often promotes creativity and resourcefulness whilst playing with others will, of course, also help to develop speaking and listening skills. Board games, puzzles and jigsaws all require strategy, reasoning and patience, three hugely valuable skills for academic success and life beyond school.
We will not be setting formal homework during this period, but, in order to keep all the schools as similarly aligned as possible, we have extended the timetable so that the day concludes at 4pm.
Maintaining a whole school community as well as individual classes will be achieved by having a Girls’ School assembly once a week. This assembly will be led by me and will reinforce the shared principles embedded within the school’s ethos through a variety of different ideas. This will also be an opportunity to celebrate not only the girls’ academic successes but also the many wonderful skills and traits being developed as a consequence of their time spent at home. House points and Good Shows will continue to be awarded in order to help maintain high levels of motivation and ensure the girls feel recognised for their endeavours.
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