Distance Learning Pack Guidance Minorities Achievement and Attainment Service (MAAS)

Norfolk County Council

Norfolk Integrated EducationAdvisory ServicesNIEAS

For any enquiries please contact:Heather NealTel: 01603 307758Mobile: 07795 645374Email: heather.neal@norfolk.gov.uk

Minorities Achievement and Attainment Service Norfolk Integrated Education Advisory ServiceNorwich Professional Development CentreWoodside Road Norwich NR7 9QL

Norfolk Integrated EducationAdvisory ServicesNIEAS

Further copies of this document and copies of the recording documents are available to download at:www.schools.norfolk.gov.uk/Pupil-needs/ Minorities-Achievement-Attainment-Service-MAAS/index.htm

Many Gypsy, Roma, Traveller (GRT) pupils, particularly those from the Fairground/

Showman community, travel for significant periods of the school year. For Fairground/Showman families the travelling season usually starts in February and ends in October. This means that the student’s time in school is limited. Not all families have the same travelling pattern so individual pupils’ situations could be very different.

To allow the pupils to make good progress throughout their education, we need to help them make the most of the time they have in school – but more importantly allow them to access their education whilst they are away travelling.

There will be barriers to overcome. Some of these difficulties could include:

From a teacher’s/school’s perspective:● The time needed to produce a DLP● Deciding what to put in a DLP● Deciding who will be responsible for the

production of DLPs● Identifying someone to liaise with staff,

pupils and parents● Deciding when, and how often pupils need

DLPs throughout the school year● Deciding who will mark the DLP and

provide feedback to pupil and parents● DLPs not being completed and returned● Coding attendance.

From a pupil’s/parent’s perspective:● Lack of suitable learning environment● Family responsibilities● Working independently with little or no

support, praise or encouragement.● No feedback or communication with

teachers/peers● Not feeling like part of the school when

returning throughout the year.

It is the school or setting’s responsibility to acknowledge these potential barriers to learning and work with the pupils/parents to find solutions.

DLPs are an effective way for pupils to carry on their education whilst out travelling.

They need some forward planning, however, once the DLP system is in place pupils and parents will know what is expected of them, and know what the school will be doing to implement it, this type of learning can be very successful.

A good relationship between school and family makes using DLPs an excellent tool for learning. It can also go towards helping a Traveller pupil settle back quickly into school life when they return.

This guide offers examples of how to make a good comprehensive educational tool that can be offered to Traveller pupils of any age or ability whilst at the same time encouraging the parents of the children to keep in touch with the school.

Distance LearningThe aim of this guidance is to give information and suggestions to schools and settings so Distance Learning Packs (DLPs) are of good quality and a standard which effectively supports pupils to continue their education whilst travelling.

3

Advice in ‘Aiming High: Raising the Achievement of Gypsy Traveller Pupils’DfES July 2003:‘ School-based distance learning is particularly successful in minimizing the effects of discontinuity, where school attendance is not possible … It allows teachers to respond to pupils’ diverse learning needs as in the National Curriculum inclusion principles …for pupils who may be absent for extended periods of time.’

The fundamental right of all children to educationArticle 28United Nations Convention of the Rights of the Child‘ Gypsy, Roma and Traveller pupils have the same educational entitlement as all pupils on a school roll to a curriculum which is appropriate to their age, ability and aptitude and to have their individual needs met, this may include distance learning arrangements when the family is travelling.’

This aligns with the Norfolk ambition for all children in the county to achieve their full potential and have their needs met at the earliest opportunity so that no child in Norfolk is left behind (Norfolk Children’s Services Improvement Plan 2014). In addition, these children are protected from discrimination by the Equalities Act (2010).

From the DfE publication ‘Improving outcomes for Gypsy, Roma and Traveller Pupils’‘ These pupils are known to have lower levels of achievement than other ethnic groups at all key stages. This is due to a complex range of factors, including barriers that prevent them from fully accessing the curriculum, such as lack of engagement, interrupted education and negative experiences of school … It is essential that schools and the Local Authority work together to meet the needs of these children and young people including during periods when they are legally travelling.’

The revised National Curriculum Handbook, in its section on Responding to Pupils’ Diverse learning needs, recommends:

‘ taking action to maintain interest and continuity of learning for pupils who may be absent for extended periods of time.’

4

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils • set goals that stretch and challenge pupils of

all backgrounds, abilities and dispositions.

2. Promote good progress and outcomes by pupils • be accountable for pupils’ attainment,

progress and outcomes • be aware of pupils’ capabilities and their prior

knowledge, and plan teaching to build on these

• Encourage pupils to take a responsible and conscientious attitude to their own work and study.

5. Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate

appropriately, using approaches which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Have a clear understanding of the needs of GRT, (Gypsy, Roma and Traveller) pupils, some of whom lead a highly mobile lifestyle.

6. Make accurate and productive use of assessment • make use of formative and summative

assessment to secure pupils’ progress • use relevant data to monitor progress, set

targets, and plan subsequent lessons • give pupils regular feedback, both orally and

through accurate marking, and encourage pupils to respond to the feedback.

8. Fulfil wider professional responsibilities • Communicate effectively with parents with

regard to pupils’ achievements and well-being.

Teachers’ StandardsExtracts taken from the Department for Education Document July 2011

5

Section 7 of the Education Act 1996:‘ It shall be the duty of the parent of every child of compulsory school age to cause him to receive efficient full-time education suitable –

(a) To his age, ability and aptitude. (b) To any special educational needs he may

have, either by regular attendance at school or otherwise.’

DfES - School attendance parental responsibility measures – January 2015Parenting Contracts‘ A parenting contract is a formal written signed agreement between parents and either the local authority or the governing body of a school and should contain: • A statement by the parents that they

agree to comply for a specified period with whatever requirements are set out in the contract; and

• A statement by the local authority or governing body agreeing to provide support to the parents for the purpose of complying with the contract.’

Parenting contracts can be used in cases of irregular attendance or alternative provision. Using this in the case of DLPs would hopefully

define expectations and make the responsibility of both parent and school clearer.

Please see example contract on page 15.

Parents also have a duty to ensure their child of compulsory school age receives suitable full time education – but this does not have to be at school.

6

Keep the travelling student in mind whilst they are away!

How much?

Ideally plan to send enough work for each half term.

One idea is to have a tray in the classroom where you can gather any worksheets or topic work etc. that the child will be missing. As the work is handed out to the pupils in class, pop a spare worksheet in the tray. They can then be collected and sorted as and when the DLP needs to be prepared.

Remember, there may need to be some differentiation of the work.

With the first DLP of the year its good practice to include an information letter. This can set out achievable expectations you require for the DLPs. • Do some work each day• Practise spellings once a week• Read a book every day

Obviously these expectations depend on the age and ability of the pupil.

Include school contact detailsLet the parents know that they can contact school if they have any problems at all. It’s good practice to put the School Newsletter or any current school information in with the distance learning work. The children and parents are still part of the school community even when they are out travelling, and they like to have an idea of what is going on while they are away.

School trips/transition to a new schoolMany families are willing and able to bring their children back for new school visits. Some parents are also willing to bring the children back for any outings and school trips.

If parents have access to the internetProvided the network coverage is good in the area, you can suggest looking at the school’s webpage or Virtual Learning Environment.

School holidays When setting dates for the pack to be sent out or returned, bear in mind school holidays. Some families like their children to carry on doing work in the holidays. Make sure enough work is sent out to cover these periods.

Invite the parents into school before the family leaves Have a chat about the work packs, and expectations you have.

Show them examples of DLPs so they know what to expect. Talk about reading books and spellings, and VLEs where appropriate. By doing this any queries that either the family or the school have should be answered.

The most important thing while the family are out travelling is communication.

Even though the children aren’t in school they are still part of your school community.

7

Preparing a DLP

Science worksheets

When it comes to science, think about what activities would be practical. For example when studying the ‘Life of a Plant’, it might be appropriate to send some sunflower seeds and explain what equipment is needed e.g. soil and pot. If the family have the resources and space, the student can keep a diary of the sunflower’s growth. This could be an activity set at the beginning of the DLP, so each month the student could fill out a growth chart and send it back. If they could include them, photos or drawings would be great!

There are other science activities which can be easily done through worksheets.

Mathematics worksheets

Make sure the student has the equipment needed for any practical maths. Most children have already got this but some schools give them a tape measure or number lines. Provide an example of a completed worksheet – or add a written note explaining what to do. Coloured Post-it notes are really helpful. Remember to put in additional paper if there is working out to be done!

Literacy worksheets

Worksheets are good for practising sentences, punctuation, comprehension etc. Put in some additional paper for answers.

The pupil’s spellings can be sent with the pack. You can ask parents to do a spelling test. Again remember to add extra paper.

Reading Books

As reading is such a vital part of learning, reading books should be sent out with every pack. Some schools worry that the books won’t come back but the majority of parents are very responsible and look after school property.

For one pack three books is an adequate number. Check to see which level/stage the child is on. An extra activity could be to ask the child to write a little review about each book, or to ask some comprehension questions. Give the student a copy of “The Five Finger Rule”. This will give a little idea to parents as to which books their child can choose if they have access to a library whilst travelling.

Suggestions for worksheets to include in DLPEnsure that worksheets are not too ‘wordy’: keep in mind whether parents or older siblings will have the literacy levels needed to help. Write notes in different colour pen or use sticky notes, give examples of answers or explain the method in simpler language if necessary.

The core subjects of Mathematics, English and Science can easily be included in the packs.

8

Topic work

Topic work can be fun in class, and even though it is harder to manage through DLPs, it is still achievable with a bit of pre-planning. Nowadays most children have access to the internet whilst travelling. However, some families do not have a laptop with internet access, and sometimes signals are poor in the areas the families travel to, so access can be difficult or limited. This can make downloading things almost impossible. The best thing to do is to write down a list of websites linked to the topic for them to look at when they can or send a book or printed information on the topic. Ask the child to read through it and answer questions etc, or draw something –whatever will be the most achievable.

Diary

Send an exercise book with the first pack, and ask the child to keep a diary. It doesn’t have to be anything too comprehensive, a few dates and lines of writing with some pictures or photos of where they have been and what they are doing.

GCSE and SATs revision books

If appropriate, revision guides can be sent with the pupils. Also past exam papers are a good resource for practising and preparing.

Year 6 SATs/GCSEs

If you know that the student will be travelling over this period, make sure parents are aware of any exam dates so they can bring them back in time for the exams.

If it’s not possible for the students to get back for the exams in their base school, another option could be to liaise with a school or local Attendance Officer in the area where they’ll be during that time. The student may be able to do the exams there.

DLPs due in and to be sent

With each DLP sent out include a school-addressed envelope in which to return the pack with the date on to post by. The family will then post it to the school when it’s finished.

Make sure you have all correct contact details for the parents – especially mobile phone numbers as these will be your only means of contact whilst they are travelling.

When a pack is due in and the next one ready to be sent out, give the family a call or text to say that the next pack is ready, and ask where to send it to. Most families have an address they can use, if not they will give you the address of a relative it can be posted to, and then it can be collected from there.

Recording communication and progress

It is essential to record all communication with students and parents whilst preparing a DLP and when the student is travelling. Evidence is required whilst using the T or B coding. This will show that the school is providing an inclusive and appropriate alternative education provision for the student.

Log all emails, phone calls and meetings between students, parents and the school. Keep records of DLPs being sent out and returned. Make sure that all marking and feedback of DLPs are recorded and evidence of feedback/reports to students and parents available.

Progress whilst learning through DLPs should be closely monitored to see if the student is achieving. If the student isn’t achieving as expected if may mean that the DLP work isn’t suitable or that the student has a particular educational need that isn’t being met through the DLPs.

Examples of recording documents are shown on page 15. Copies to download are available at: www.schools.norfolk.gov.uk/Pupil-needs/Minorities-Achievement-Attainment-Service-MAAS/index.htm

9

Distance Learning Packs in Secondary Education SettingsWithin secondary settings there will be more subjects in the student’s timetable. However it is best to stick with the core subjects throughout Years 7 – 9. Years 10 – 11 will be more GCSE revision based on their core subjects and chosen options. Unless GCSEs are started before Year 10.

Best practice is to identify a member of staff who is able to liaise with all subject teachers to coordinate and collate suitable bespoke curriculum-based work.

If the students are in Year 11 make sure before they travel they have the correct exam timetable so they know exactly when they need to be back. Also let them know of any revision sessions taking place during holiday periods.

Regular communication and meetings with parents help to maintain continuity between when the student is in school and when they are travelling.

Make it clear to who the parents and students should speak to if they have any issues whilst they are in school as well as when they are travelling.

Marking DLPs and giving feedback to students and parentsIt is crucial to be able to give any student feedback from completed work. This is even more important when students have completed their work without any teacher input or guidance. As soon as students complete and hand in their DLP, it should be marked and handed back just as it would be if it was a normal piece of class or homework. Chat through and explain the work they have completed; as they have little or no teacher input whilst they are away, this is vital feedback. This also allows next step progression with subsequent DLPs. Parents should also be given a progress update with each completed piece of DLP work. If they have missed a Parents’ Evening, invite parents to meet with class teachers or Heads of Year. Communication with pupils and parents is vital.

As mentioned at the beginning of this guidance document, amongst other standards, a teacher must: give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

10

The use of ICT to implement DLPs

Laptops, the internet and educational software

If you have a VLE and the student can access it, make sure they are confident enough to do on their own and have all the relevant passwords etc. Invite the parents in to show them too. For any other learning programmes you have within school which require passwords to gain access (My Maths or Ed Lounge for example) you will need to make sure the student has the password and is sufficiently confident to access them and use them.

If there is any software you use in school which you are willing to install on a family laptop or supply discs, this is another good way of enabling the use of educational activities whilst a pupil is travelling.

Emails

Make sure the family have the school’s email address.

A good way of making the most of this is to encourage the children to take photographs whilst out. It’s a good way to stay in touch with their teacher and classmates. Photographs allow their classmates to see where they have been and what they are up to.

For Showman students’ photos of their stalls/joints, rides etc. are great and can be used to promote discussion within class about fairs and their history etc. This can be a lovely topic subject.

If you have the families’ email address, the school can send photographs of school events.

E-Learning is always an option to consider The e-learning service for Norfolk County Council offers an alternative method of delivering education to children out of school through the use of technology. Pupils at all key stages can select subjects to study and lessons are individually prepared for them by e-teachers.

These lessons are accessed from a web-site using a computer in the pupil’s home but can also be accessed from any other computer with an internet connection, including those at school, in a library or in a short stay school.

Provision for each subject consists of three one-hour lessons and a one-hour web-chat making four hours of provision for each subject during the week.

Normally e-learning comprises part of an alternative curriculum which a school may put in place for a pupil who has difficulty attending mainstream school. It can also be accessed privately by parents as extra support for their child.

www.schools.norfolk.gov.uk/elearning

Please bear in mind Internet connection when considering E-Learning or any implementation of ICT. The student may not always have stable connectivity whilst traveling.

11

Absence Codes and DLPsWhen children are travelling, they should be marked “T” for Travelling in the register. This is authorised as travelling for economic purposes.

Occasionally, as they travel round the country, other Traveller Education Services (TESs) will visit the families and help with support on the DLPs.

If this does happen and the TES staff contact the school providing dates and time when the support was provided, the child should be marked in the register as “B” (educated off site) for that period of time e.g. either am or pm.

To make this easier, add a sheet at the back of the DLP for a TES staff member to fill out, include space for date, time, which TES or agency, how long supported and any comments. Please see example document on page 15

Also add your school’s details and suggest that, if possible, the TES colleague contacts you so that the register can be updated immediately.

As not every county has a TES, this may not happen in all areas that a family is travelling in.

See example of TES/Educational Provision Recording DLP Form on page 15.

Please see the DfE definitions for further guidance and advice:

Authorised Absence from School DfE School attendance – October 2014

‘Authorised absence’ means that the school has either given approval in advance for a pupil of compulsory school age to be away, or has accepted an explanation offered afterwards as justification for absence.

Absence codes when pupils are not present in school are as follows:

Code C: Leave of absence authorised by the school

Only exceptional circumstances warrant an authorised leave of absence. Schools should consider each application individually taking into account the specific facts and circumstances and relevant background context behind the request.

Code T: Gypsy, Roma and Traveller absence

A number of different groups are covered by the generic term Traveller – Roma, English and Welsh Gypsies, Irish and Scottish Travellers, Showmen (fairground people) and Circus people, Bargees (occupational boat dwellers) and New Travellers.

This code should be used when Traveller families are known to be travelling for occupational purposes and have agreed this with the school but it is not known whether the pupil is attending educational provision. It should not be used for any other types of absence by these groups.

To help ensure continuity of education for Traveller children it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at both that school and the main school. Children from ‘Traveller’ groups whose families do not travel are expected to register at a school and attend as normal. They are subject to the same rules as other children in terms of the requirement to attend school regularly once registered at a school.

12

Attendance codes which apply when pupils are present at approved off-site educational activity are as follows:

Code B: Off-site educational activity

This code should be used when pupils are present at an off-site educational activity that has been approved by the school. Ultimately schools are responsible for the safeguarding and welfare of pupils educated off-site. Therefore by using code B, schools are certifying that the education is supervised and measures have been taken to safeguard pupils. This code should not be used for any unsupervised educational activity or where a pupil is at home doing school work. Schools should ensure that they have in place arrangements whereby the provider of the alternative activity notifies the school of any absences by individual pupils. The school should record the pupil’s absence using the relevant absence code.

Code D: Dual Registered – at another educational establishment

This code is not counted as a possible attendance in the School Census. The law allows for dual registration of pupils at more than one school. This code is used to indicate that the pupil was not expected to attend the session in question because they were scheduled to attend the other school at which they are registered.

The main examples of dual registration are pupils who are attending a short stay school, a hospital school or a special school on a temporary basis. It can also be used when the pupil is known to be registered at another school during the session in question.

Each school should only record the pupil’s attendance and absence for those sessions during which the pupil is scheduled to attend their school. Schools should ensure that they have in place arrangements whereby all unexplained and unexpected absence is followed up in a timely manner.

Attendance adviceExtracts from The DFe National Strategies, Attendance advice for Gypsy, Roma and Traveller children.

12. On days when a pupil from a Gypsy, Roma or Traveller family is known to be out of area, due to the family travelling, and is not in educational provision, then the school can use the letter code T to record the absence. Parents/ carers should make sure they let the school know in advance when they are going to be travelling, and when they expect to return, so that attendance and absence are recorded accurately.

14. Schools and local authorities should regularly monitor the use of the T code to ensure it is being used appropriately and not in cases where another code should be used. Schools should also consider if it is appropriate to use the T code (i.e. authorising the absence) if the pupil has failed to record a minimum of 200 sessions’ attendance at any school during the previous rolling 12-month period.

School attendance law in relation to children from Gypsy, Roma and Traveller families

15. The law recognises that Gypsy, Roma and Traveller families may have an additional reason to keep their children from school, which is different from non-Gypsy, Roma and Traveller families. This is that children are of ‘no fixed abode’ (see paragraphs 17 and 18) and their parent(s) are engaged in a trade or business that requires them to travel from place to place and therefore prevents them attending school. Nevertheless, each child must attend school as regularly as that trade or business permits, and children over six years old have to attend at least 200 sessions in each rolling 12-month period.

16. This law does not automatically reduce the number of days that children from Gypsy, Roma and Traveller families are expected to

13

attend school; schools and local authorities should seek to secure these pupils’ regular attendance at 380 sessions each school year.

18. Local authorities can still issue school attendance orders to Gypsy, Roma and Traveller families in exactly the same way as they do to any other family.

19. Schools and local authorities should use the full range of interventions and parental responsibility support measures with Gypsy, Roma and Traveller families, in the same way as they would for any other family. The use of legal interventions with parents, including seeking an education supervision order for a child, may be appropriate if that child has high levels of unauthorised absence.

20. Close liaison with the Traveller Education Service (TES) is advised when the Local Authority or school is considering any action to improve attendance.

Children not receiving a suitable education21. All local authorities have a named person

who is responsible for ensuring that the Authority maintains a register of children not receiving suitable education. For the safety of all children, every authority has to take all reasonable steps to find out what has happened to those children included on this register. It is therefore extremely important that local authorities use the register for Gypsy, Roma and Traveller children, as it does for any other child. The register of children not receiving suitable education must be maintained accurately. Schools and local authorities must comply with the legislation and statutory guidance about children not receiving suitable education, and on child registration, especially at times when they are removing any child from their register.

Good practice22. Gypsy, Roma and Traveller families can

sometimes need specialist help to ensure their children get the most out of their education. Most local authorities have a specialist Traveller Education Service or equivalent specialist service that can support schools in developing distance learning. Schools should consider how ICT can or could support and enable children to continue their education while travelling.

14

For more information regarding attendance related matters, please contact our team of GRT Access and Attendance Officers who can offer more advice. Contact: 01603 222573

All in all a good quality effective distance learning pack should be 1. Communicated to pupils and parents2. Marked and feedback provided to pupils and parents3. Achievable

Norfolk Integrated EducationAdvisory ServicesNIEAS

School Recording of Distance Learning Pack Information/Evidence

Member of staff

Subject

Name of student

Year group

Date of birth

Relevant information

Progress (levels)

Autumn Term

Spring Term

Summer Term

Attendance %

Autumn Term

Spring Term

Summer Term

Date Details

Emails

Phone calls

Meeting with student

(to discuss DLP)

Work sent (date due back)

Work received

Work marked (feedback

given to student)

Parents updated

Distance Learning Pack and School Attendance Agreement

Between School, Student and Parent/Guardians

A Distance Learning Pack (DLP) system is considered to be an alternative form of

education only when attendance at their base school is not possible because of the

student’s family travelling patterns. For the school to use an authorised ‘T’ code; the

student and family must be ‘travelling for economic purposes’, ensure that the DLP work is

completed and sent back to school and all periods of travel communicated well with

school. The school expects the same levels of high attendance for Traveller students as for all

students. Where attendance is irregular the student will be referred to the County

Attendance Officer and if required a Gypsy, Roma, Traveller (GRT) Attendance Officer for

support. ! DLPs are prepared by the school and will follow the school’s curriculum which is appropriate to the

student’s age, ability and aptitude.

! The DLPs will be marked by the subject teacher and progress will be fed back to the students and

parents. Student progress and attendance will be monitored closely by the school.

! The school will work closely with the student and parents to meet the needs of the students and to

facilitate the DLP system in accordance with attendance regulations.

! School staff will communicate with students to make sure the DLP is understood and contact

parents with updates on progress.

! If no notice of leaving has been received or the student is not back by the agreed date the school

will mark the student ‘O’ and make a referral to the County Attendance team.

! If the student does not complete and return the DLP by the date agreed the school will make a

referral to the County Attendance Team.

! It is expected that the student will attend their base school when not travelling.

! Parents are expected to give the school suitable notice (1 week minimum) of the student going

travelling with the dates they will be returning. This will allow the school time to prepare a DLP.

! Students and parents are expected to make a commitment to the school by insuring DLP’s are

collected, completed and returned to the designated member of staff within the time frame set by

the school. This contract sets out the terms expected between school, student and parents to allow for

continuing achievement, attainment and attendance.

By signing this contract school, student and parent/guardian agree to the terms above.

School signature: ……………………………………………………………….... Date:

Student signature: ………………………………………………………………... Date:

Parent/Guardian Signature: …………………………………………………….. Date:

Recording DLP data for schools and studentsExamples of forms content and layout.

15

Copies of these documents are available to download at:www.schools.norfolk.gov.uk/Pupil-needs/ Minorities-Achievement-Attainment-Service-MAAS/index.htm

Traveller Education Service/ Education Provision Recording of Distance Learning Pack Information/Evidence

Work Achieved (please state times of each session so school can code

session as a ‘B’ attendance)

Comments

Date, Signature and TES/Education Provision (include contact details)

Autumn Half Term: Sept – Oct 2015 Student:Year Group: Subject:

Date Comments

Signatures

Distance Learning Pack

received from:

Any teacher notes for student: Student:

Teacher:

Distance Learning Pack

completed and returned

Any student notes for teacher: Student:

Parent:

Date DLP

received

and marked

Subject Teacher Feedback

Subject Teacher Signature

Student Recording of Distance Learning Pack Information/Evidence

Booklet design by NPS GraphicsNorwich • 01603 222625

1518 CB 10/15

Distance Learning Pack Guidance MAAS – Revised 20145 v01

Norfolk Integrated EducationAdvisory ServicesNIEAS