Distance Learning Pack System Guidance Document

Distance Learning
Pack Guidance
Minorities Achievement
and Attainment Service (MAAS)
Norfolk County Council
Norfolk Integrated Education
Advisory ServicesNIEAS

For any enquiries
please contact:
Heather Neal
Tel: 01603 307758
Mobile: 07795 645374
Email: heather.neal@norfolk.gov.uk
Minorities Achievement and Attainment Service
Norfolk Integrated Education Advisory Service
Norwich Professional Development Centre
Woodside Road
Norwich NR7 9QL
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 Learning
The 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 education
Article 28
United 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’ Standards
Extracts 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 2015
Parenting 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 details
Let 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 school
Many 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 internet
Provided 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 DLP
Ensure 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 Settings
Within 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 parents
It 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 DLPs
When 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 advice
Extracts 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 education
21. 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 practice
22. 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 parents
2. Marked and feedback provided to pupils and parents
3. Achievable

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 students
Examples 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, Signatureand TES/EducationProvision (includecontact 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

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Norwich • 01603 222625
1518 CB 10/15
Distance Learning Pack Guidance
MAAS – Revised 20145 v01

Distance Learning Pack System Guidance Document

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