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.

The remote curriculum: what is taught to pupils at home

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

In the first day or two of pupils being sent home to access remote education, children’s work will be set for them using our online platform Seesaw. In the case of children being unable to access online learning at this point, work will be provided on printed sheets and/or workbooks.


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?

In most subjects (e.g. maths, phonics, spelling, reading) we will teach broadly the same curriculum remotely as we do in school. However, we will make some adaptations in some subjects, mainly for practical reasons.

To support parents and carers who are carrying out remote learning at home with multiple children, often in different year groups, we will plan and teach whole school English projects and whole school cross-curricular projects. These will be differentiated for each year group or key stage, but will enable parents / carers and children to work together along the same theme rather than having a different topic or focus for each child.


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:

Key Stage 1 KS1 remote learning provision is 3 hours per day
Key Stage 2 KS2 remote learning provision is 4 hours per day



Accessing remote education

How will my child access any online remote education you are providing?

We will use the online platform Seesaw for children to access online learning. We will also provide learning activities through a ‘Remote Learning’ link on the school website. This links to a webpage with approved educational websites for children.


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:

  • We communicate with parents through the home / school communication app Seesaw, Google Meet and by email and telephone.
  • We use Google forms questionnaires to establish parental need regarding online access at home and priority is given to those with the highest level of need.
  • We will lend devices to families with the greatest need, providing devices are available.
  • Where pupils are unable to access online learning, printed materials will be provided. These can be collected from the school or delivered by staff.
  • If pupils do not have online access, they can submit work to their teachers by delivering it to the school.


How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

  • A broad range of lessons are delivered in a variety of ways online using Seesaw, including maths, writing, phonics, reading, spelling and cross curricular work.
  • Live online Google Meet sessions with teachers provide daily engagement/prep and well-being sessions for children as well as the opportunity for parents to meet live with teachers for Q&A and support.
  • Video and audio recorded teaching input by teachers is provided for children and parents to access when suitable for their needs.
  • Daily taught maths lessons from White Rose are provided with video and audio recording.
  • Online platforms such as IXL for English and maths; Manga high maths and Times Tables Rock Stars are also available.
  • Printed paper packs or workbooks are provided upon request.
  • Commercially available websites supporting the teaching of specific subjects, including video clips are available on the school’s website via the ‘Remote Learning’ link.
  • Cross-curricular Character Education project work is delivered through recorded input by teachers.



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?

  • In some instances, especially with younger pupils, we understand that children will need to be supported by parents. However, older children need to be encouraged to work as independently as possible.
  • We have the expectation that pupils’ will engage with remote education.
  • We have the expectation that parents will support their children with remote education, for example, setting routines to supporting their child’s education.
  • Work is expected to be uploaded onto Seesaw for feedback and comments by the class teacher.


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

Teachers will upload work daily and regularly check work online throughout the day to review children’s progress and engage with the pupils.

Pupils’ engagement with remote education is monitored on Seesaw and recorded daily.

Where engagement is a concern, there will be an initial telephone conversation between parents and carers and the class teacher who will offer advice and support e.g. by offering to print out work packs if children can’t access the online learning.

We ask parents / carers to inform the school if a child is unwell and therefore will not be accessing remote education that day.


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:

Work submitted onto Seesaw will be viewed and commented upon by the class teacher and more detailed feedback will be added as soon as possible. Depending on the activities set, feedback may take a variety of forms, e.g. results of a quiz may receive a ‘like’ whereas a written story will receive more detailed feedback. Feedback may be written or verbal. Pupils will receive feedback on their work as soon as it has been viewed by the class teacher.

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 these pupils in the following ways:

  • The school will work with families to ensure that remote education for pupils with SEND is accessible and tailored to their needs.
  • Remote education for younger pupils, for example those in the Reception class will have lessons with a similar structure as those in school e.g. daily phonics, reading, writing and maths. However, there will also be practical tasks that incorporate the different areas of learning such as ‘understanding of the world’.



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 may 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?

During self-isolation, providing the child is well enough, they are expected to engage in remote education as in any other circumstance. This is because due to relatively large numbers of ‘critical worker’ children being in school, it has been necessary for teachers to overcome the challenges of teaching pupils both at home and in school.

If a child tests positive for COVID-19, or is ill with any other illness and cannot carry out remote learning, the parent should contact the school to report their 'absence' from remote education.

Parents should exercise good judgement about their child’s ability to complete schoolwork, communicate with the school and re-engage with learning as soon as possible