Remote education provision: information for parents
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
As quickly as possible, we will establish Google Classroom teaching, with the aim to:
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
We would expect children in all year groups to participate in learning activities for the majority of the ‘standard school day’.
e.g. from 8:55am – 3:15pm
This would not all be direct teaching and will include independent activities for children to undertake at home.
Key Stage 1
Key Stage 2
Accessing remote education
How will my child access any online remote education you are providing?
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
If your child does not have online access at home, please contact the school and your child’s classteacher or phase leader will discuss solutions with you.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Engagement and feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
How will you assess my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
Our approach to assessment will vary dependent on the year group and length of the period of remote learning.
We will provide verbal feedback as a minimum expectation.
If the remote learning period extends for more than 2 weeks, we will attempt to replicate our in school assessment processes.
Additional support for pupils with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
For any children with identified SEND, we will hold individual conversations and planning meetings with parents and classteachers to discuss the best approach for your individual child.
For younger children who are unable to access online learning successfully, we will reduce the amount of screen time required and increase the amount of practical activities we ask children to complete. We will also adapt our approach as necessary which may also include reducing the number of daily learning hours.
Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
Where possible and if a child is well enough, we will aim to engage a child who is self-isolating in learning.
This could be