Remote Learning Across the Federation

Where a class, group or a small number of pupils need to self-isolate, or local restrictions require pupils to remain at home, schools are expected to have the capacity to offer immediate remote education. 

Our core principles for our remote learning are: 

Inclusion and accessibility - enabling all pupils to remotely access, in a variety of ways, a coherent and progressive sequence of learning that is tailored to individual needs and enables children to make progress. 

Belonging - encouraging and enabling interaction between pupils, parents, carers and staff to retain the sense of ‘community’. 

Coherence - our remote learning will maintain the core of our curriculum enabling children to reconnect when classroom based teaching resumes. 

Frequently Asked Questions:

How long per day should my child spend on remote learning?

The government guidance is that key stage 1 should have three hours a day and key stage 2 four hours remote learning set a day. However, we understand that some days that is not possible! 

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

Teachers keep an engagement register which is also monitored by the senior leadership team. If we have any concerns the class teacher will telephone or email you to discuss. If this does not resolve any problems around engagement then a member of the senior leadership will become involved.

How will teachers assess my child's learning and progress? 

Teachers may use quizzes, they may ask for certain pieces of work to be submitted, they may assess during some of the live sessions. Teachers may give feedback in a variety of ways - it could be a recorded verbal comment, it could be whole class or small group, it could be during live sessions. 

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:

- targeted frequent online meetings to explain learning 

- weekly contact by the SENDCo to support family

- differentiated learning 

- personalised resources and learning