Home Learning information

Remote Education (Home learning) Information for parents


Will my child be taught the same curriculum as they would if they were in school?

Our aim is to deliver the same curriculum remotely as we do in school. Understandably there will be adaptations and changes as it is not realistic or possible for pupils at home to undertake some activities. For example, practical activities which may require specific resources would be difficult to cover at home and it would be unfair to ask parents to source or provide such equipment. In such cases, the teacher may post a video demonstration or add links to the the online platform so pupils can view and observe  suitable alternative material. Additionally, subjects such as music and physical education will be different for obvious reasons, and teachers will suggest alternative ways in which pupils can embark on relevant activities in these areas.


How long can I expect work set by school to take my child each day?

We have carefully considered this question and as well as consulting DFE guidance, we have also taken into account the various commitments working parents have and how this can impact on supervision and support at home. To help parents and pupils understand how to plan and prioritise home learning, we have categorised home learning into ‘must do’ and ‘might like to do’ activities. The ‘must do’ activities ensure that key learning, crucial to pupils reinforcing and acquiring new knowledge and skills in core curriculum subjects is continued. As the category suggests, this ‘must do’ learning is crucial to your child’s education. The other category of activities of ‘might like to do’ enables pupils to tackle and embark on activities based on other areas of the curriculum where they have further opportunities to apply their knowledge and skills.

This approach ensures curriculum continuity as well as acknowledging the pressure parents might experience in supporting remote learning. (Please see the tables which show a typical week of learning for pupils at the end of this document).

In terms of how long pupils should spend on learning activities, we take the view that pupils will work at their own pace.  However, the expectation is that we set meaningful and ambitious work each day in an appropriate range of subjects and will be as a minimum:

Key Stage 1: 3 hours a day on average across the cohort, with less for younger children.

Key Stage 2: 4 hours a day on average.

Please note, this does not mean ‘live’ or direct taught sessions, it simply refers to the expected time that pupils should spend engaged in learning activities.


How will my child access any online remote education provided by the school?

We have two platforms from which remote learning is accessed. For pupils in key stage 1 and 2, their learning is posted on Microsoft ‘Teams’, our pupils’ learning and communication platform. All pupils have personal accounts and login details. As we use this platform as part of homework setting and also specific work in school, pupils are familiar with how it works, providing they have the necessary internet access and suitable devices on which they can view the daily tasks, video clips and links to other educational material. Pupils in Early Years (Reception and Nursery) can access their remote learning activities through ‘Tapestry,’ which is our online learning journal. Like Teams, it allows staff to post learning tasks and then view the work uploaded by parents on behalf of pupils. Both platforms enable frequent and timely communication between home and school as well as enabling teachers to provide useful feedback to pupils.

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. In such cases, we would urge you to let us know your situation and what difficulties you are experiencing as we can offer technical advice and support. In some cases, we can arrange to loan you a laptop or tablet device. (Please note that an acceptable use agreement must be signed before receiving equipment). You can complete the following form to request support: https://tinyurl.com/y5zg4sch or contact the school office.

For internet connectivity, please complete the following form: https://tinyurl.com/y49av9en or contact the school office as we may be able to request mobile data increases for pupils in families who:

  • do not have fixed broadband athome  
  • cannot afford additional data for theirdevices  
  • are experiencing disruption to their face-to-faceeducation  


Pupils whose parents with access to a mobile phone on one of the following networks might be able to benefit:  

  • Three  
  • Smarty  
  • Virgin Mobile  
  • EE  
  • Tesco Mobile  
  • Sky Mobile  
  • O2


As well as daily activities being uploaded to our learning platforms, pupils are also provided with printed resources. In cases where online activity is simply not possible, home-school liaison will take place and pupils will be instructed as to what they need to do via telephone. Arrangements will be made with individual families about how work can be submitted to teachers and new tasks and materials provided. This approach will be specific to the circumstances of families experiencing difficulties and is very much a last resort solution.


How will my child be taught remotely?

As mentioned earlier, our aim is to ensure continuity of learning for all pupils whether they are studying at home or in school. We appreciate the difficulties remote learning can pose and therefore our remote provision is taking this into account. We have looked at the extensive guidance provided by agencies such as the Education Endowment Foundation, Ofsted, the Department for Education as well as considering the opinions of parents and pupils. As such, our remote learning provision is made up of the following:

  • Live streamed tutorials and guidance sessions
  • Recorded teaching and lessons
  • Printed materials and textbooks to accompany recorded lessons
  • Signposting to commercially available websites such as BBC Bitesize, Times tables Rockstar, Commando Joe’s, Oxford Owl’s reading, Phonics Play etc. – the list is not exhaustive, and teachers will use relevant material as and when it is appropriate.

As mentioned earlier, our daily learning tasks are split into two categories of ‘must do’ and ‘might like to do’ activities.

Special Educational Needs

Several children, whilst in school, receive specific support and intervention programmes. If your child is involved in such programmes, you will be contacted in order to agree the means by which the programmes can continue remotely. It is important that intervention programmes continue to operate through any period of lockdown. In some cases, where your child has an EHCP, his or her needs might be best met by them attending school. The decision to bring children into school would be a joint one between the school and parents.


What are the expectations for my child’s engagement and the support that we as parents and carers should provide at home?

It cannot be stressed enough; just how important it is that the education of our children is maintained. Although, during the current pandemic, schools are physically closed to most pupils, the learning journey must continue, and parents and carers have a big part to play. However, having listened to parental opinion, we fully recognise this places some parents in difficult positions as they become facilitators of their child’s learning. To alleviate this pressure, we ensure that instructions for learning activities are as simple as possible and, in most cases, are supported with video demonstrations. Basically, our intention is for parents and carers is to simply help enable their child to access the online material and supervise or encourage them to participate. Here are some useful tips……


1. Help your child to establish a good routine. Maintain sensible bedtimes, mealtimes etc.

2. Take an interest in what your child is doing, perhaps read the daily online instructions together.

3. If your child gets stuck, don’t worry! Put a message into the Teams classroom if you can’t help.

4. Monitor online activity and don’t let your child spend too much time online. Encourage breaks and exercise etc, join in the games if you can. Keep encouraging your child in all they do.

6. Give yourself some time too! Step away and let your child get on with some things on their own.

7. If you have any queries or concerns, email the school office or put a message into your child’s Teams classroom and the teacher will get back to you. (please try to message during school hours and understand that responses may not be instant)

And some tips for pupils…….

1. Try and get into a routine, set yourself a time each day when you get on with your home learning pack.

2. Try to log in to your online classroom and stay in touch with your classmates. Do this between 8:30am and 3pm. If you don’t understand the teacher’s instructions, send a message into your classroom. Your teacher or even your classmates will respond. Try to submit work if you’ve been asked to. The more contact through Teams classroom, the better, as your teachers really want to stay in touch with you!

3. Take regular breaks from your computer/phone/tablet screen—do some reading.

4. Try to take some daily exercise.

5. Be respectful…...behave well, speak to your parents, brothers, sisters etc. in the same way you’d speak to your teachers.

6. Don’t worry if you don’t manage to complete all tasks, just do your best and let your teacher know if you’ve struggled.

7. Try to do some fun things too, cooking, building dens, art, play some games—If you can, get some fresh air…..Have fun!

8. Stay safe online…… if anything troubles you, tell an adult straight away.


How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

Our Teams platform allows us to closely monitor levels of pupil engagement in their learning and acts as a virtual register. As well as ensuring learning is continuing for children, we must also maintain our duty of care. In normal school time, if a child was absent, and school had received no notification giving a reason why, we would seek to contact parents to find out the reason for absence. Regarding remote learning, we apply the same principle that where we notice a child has not logged in, we will seek to contact parents and carers.  Therefore, if your child is unwell and not fit to carry out home learning, you must let us know. In addition, we now have a responsibility to inform the Department for Education if children are not able to access remote learning due to Covid related reasons. Below is our stepped approach to checking levels of engagement.






No evidence of child logging into Teams in a 24-hour period,

Welfare call in the first instance to check on health and wellbeing as well as identifying any reason for not engaging. This could result in:

  • Illness reported to teacher
  • Reminder of importance of logging in and accessing learning – agreement reached to ensure frequent engagement.
  • Technical issues identified and support provided.


Still insufficient evidence of child logging into learning,

Classteacher to call home and speak directly with parents and, where appropriate, the child too. Stress importance of the situation and agree way forward. Additional support may be offered, i.e. alternative learning activities, agreed online one-to-one tutorials etc.

Ongoing lack of engagement despite repeated calls home and offers of support not taken up or agreed actions not implemented.

HT/DHT to contact parents and share concerns as well as how the school will seek to escalate this and broker additional support through children’s services or independent agency. 


How will you assess my child’s work and progress?

Feedback to pupils is largely dependent on them submitting completed tasks and evidence of their learning for the teacher to view. We will continue to use our normal approach to assessing pupils’ work and referencing Age Related Expectations as a means of tracking progress. Individual feedback will be given when necessary via the Teams platform and teachers will also give collective feedback and guidance. The frequency of feedback will depend on the nature of the tasks and the volume and frequency of work submitted.


When school is open, if my child is not attending because they are self-isolating, how will their remote education differ from the approaches described above?

In such instances, pupils must log on to Microsoft Teams (Tapestry for Early Years children) to access home learning. Home learning is now compulsory as determined by the government. Please understand that whilst your child is at home isolating, their peers are at school will be continuing with their learning. If your child does not keep up with this, they will inevitably fall behind. This illustrates the importance of engaging with home learning. Home learning will be set the next working day after the period of self-isolation has been confirmed. It is intended that all learning tasks set will be based on what your child’s peers are covering in school. Please note that the teacher will not be on hand to provide feedback as swiftly as if we were in a full lockdown situation as he/she will be occupied teaching the class throughout the day. Teachers won’t routinely set home learning activities for pupils awaiting test results as they are usually able to return to school within a day.


We will review this provision at timely intervals based on our own evaluations, information from parental surveys or at any point when government guidance dictates that a change in approach might be necessary.
























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