Remote Learning

Remote Education Provision – Information for parents

Restricting attendance during the national lockdown: Guidance for all schools in England – DFE January 2021

The remote education provided should be equivalent in length to the core teaching pupils would receive in school and will include both

  • recorded or live direct teaching time, and
  • time for pupils to complete tasks and assignments independently.

The amount of remote education provided should 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 

We teach the same curriculum remotely and in the same sequence as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, new concepts in maths that require specialised maths equipment or specific resources may be reserved for when children return to school. Our curriculum offer still ensures that pupils are building on previous knowledge and developing through the year group.

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:

Number of hours

EYFS – Nursery and reception


  • 1 daily 15 minute zoom with a different focus each day – mark making, maths, story time etc, dough disco
  • Pack of challenges sent home each week linked to a book (expected work to last around 60 mins, tasks are open ended).


  • 1 daily differentiated phonics zoom per group. (30 mins per group).
  • Maths - Daily activity posted on Tapestry – with supporting videos (teacher recorded video) Minimum 15 minutes.
  • Literacy – Daily activity posted on Tapestry – linked to the book of the week. Supporting videos. Minimum 15 minutes.
  • Topic – Topic activity posted on Tapestry daily (various short activities).
  • Phonics – phonics activity posted on Tapestry daily (short 10/15 minute activities).

Key Stage 1 – Years 1 and 2

Year 1

  • 25-30 minute Phonics session with a 20 minute follow up activity via zoom (live session).
  • 20 minute maths input with a 20 minute follow up activity via zoom (live session).
  • Follow up interventions for certain groups (20 minutes x3 a week – live session).
  • Afternoon activities from Sway which last approx 1 hour per day (Art, RE, Computing) posted on Seesaw.
  • Weekly PE lesson 20-30mins posted on Seesaw.
  • Weekly craft challenge (Miss Hinson's weekly challenge - to create a vehicle to get you to the moon etc) Posted on seesaw.
  • Additional afternoon activities (science and geography) provided in work packs (hard copies posted out).
  • Additional maths and phonics activities provided in a work packs.

Year 2

  • 1x25 min live maths input (via zoom) with a 20min follow up activity daily.
  • 1x25min live reading/phonics (via zoom) with a 20min follow up activity daily.
  • 2x up to 45 minute independent seesaw activities that follow curriculum/topic daily (various curriculum areas throughout the week).
  • Weekly PE lesson - 30mins posted on Seesaw.
  • Interventions happening throughout the week for different groups of children (20 min live sessions).

Key Stage 2 – Years 3,4,5,6

Year 3

  • 1 x 30 minute reading session including 10 mins challenge and support via zoom in beak out rooms.
  • 1 x 30 minute maths session including 10 mins support included in breakout rooms.
  • 1 x 20 minute pm session of RE
  • 1 session to introduce the weekly project pm (30 min live session)
  • Activities for maths, reading, RE and topic posted on seesaw for completion.  Each activity should take between 30 - 45 minutes each day.  
  • 1 session pm to celebrate project work at the end of the week (30 min live session).
  • Interventions happening throughout the week for different groups of children (20 min live sessions).

Year 4

  • Independent task reading or writing 20 mins (daily).
  • Live support session for anyone needing help with outstanding work (previous day’s work or reading/writing activity).
  • Live 30 min zoom input for maths with follow up task 20mins (independent).
  • Live 30 min zoom input for reading or writing. With 20/30 min follow up task.
  • Live 20 min zoom for Timetable Rockstars session and explanation of pm sway and task.
  • PM sway task, usually 45-60mins to tasks.
  • Interventions happening throughout the week for different groups of children (20 min live sessions).

Year 5

  • 1 daily 30 min maths Zoom session followed by daily independent task set on Seesaw (30 min). Live breakout room available for support and intervention.
  • 1 daily 30 min reading session followed by independent task set through Seesaw (30min).  Breakout room for support or differentiation used when necessary.
  • 1 daily grammar based writing activity which provides chn with input via video or webpage before task – posted on seesaw (30min)
  • Weekly sway introduced through Zoom session on Monday which follows other areas of the curriculum, at least 1 hour needed per day to complete activities. One subject area a week e.g. history (4 Sessions) and one PE session.
  • Interventions happening throughout the week for different groups of children (20 min live sessions).

Year 6

  • 30 minute live maths session followed by 20 minute independent / supported activity.
  • 30 minute live literacy session followed by 20 minute independent/ supported activity.
  • 15 minute live session introducing asynchronous afternoon
  • Sway work (we recommend approximately 1 hour for this work).
  • Reading Plus (20 minutes).
  • Weekly PE session (30 minutes).
  • Daily story reading (20mins)
  • Responding to feedback time (15mins).
  • Interventions happening throughout the week for different groups of children (20 min live sessions).

Accessing remote education

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

Our online remote learning is primarily delivered through Zoom live sessions. However, these live sessions are also balanced with asynchronous (non-live) learning using Seesaw/Purple Mash/Tapestry and also Microsoft Teams apps such as Sway, Forms, OneNote.

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:

The academy works with all pupils to ensure there are no barriers preventing them from accessing remote learning. This includes;

  • Providing appropriate and safe devices for pupils to access the remote learning offer.
  • Providing data and internet access where needed in order for pupils to sustainably access the remote learning offer.
  • Providing home packs which include any stationary and reading books, so that all can access and continue to learn through remote learning. These resources are aligned to and mirror, the digital remote learning programme in such a way so that no pupil is disadvantaged or will experience gaps in their learning.

How will my child be taught remotely?

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

Our remote learning offer; supports teachers in delivering effective remote learning sessions; supports parents during times of school closure or isolation; ensures children are safe and have access to remote learning when needed; supports learning for all children during remote learning. 

Pupils will receive;

  • the appropriate number of live remote learning sessions in line with age, stage and learning need
  • the appropriate length of live session being in line with age, stage and learning need
  • an effective and informed balance of live and non-live sessions that support learning and engagement
  • sessions specifically designed for remote learning rather than simply duplicating classroom practice
  • sessions that support appropriate engagement and interaction
  • access to devices, the internet, with enough internet data to access remote learning (where applicable)
  • quality feedback
  • differentiated remote learning in line with their learning needs
  • Appropriate reading books provided to support pupils continued development
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • long-term project work and/or internet research activities

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?

Working together is vital in order to deliver an effective remote learning offer. We expect parents and carers to support;

  • Pupil’s attendance and access of the remote learning. This should be to the same levels of engagement as when they are accessing learning in the school building.
  • Pupil’s being on time and ready to interact and learn through timetabled remote learning sessions.
  • Pupil’s completion of tasks and the submission of these to the teacher. This will allow assessment and feedback to support further learning.
  • Pupils with an area at home to work, that is as quiet as possible, removing distractions for the remote learning to take place.
  • Sessions not being disrupted, including anyone else in the household contributing to the session.
  • Sessions not being videoed or photographed.
  • All stakeholders by raising any issues or concerns with the academy.
  • Pupil behaviour, so that it is line with academy expectations while accessing remote learning.

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

Attendance of remote learning will be taken at appropriate intervals during the day. At times of absence due to any technological issues or barriers;

  • The academy will be in touch that day to discuss and support addressing these barriers ahead of the follow day’s sessions.

Where there has been absence not due to technological barriers;

  • The academy will make a phone call to the home. These checks and calls will be performed daily in order to check welfare of pupils and support pupils’ engagement in learning in line with expectations.

At all stages we will work together with parents, carers and pupils to support their engagement and attendance. We will offer support and advice to parents and carers whenever it is required.

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:

Pupils receive feedback in several different ways. These are balanced and appropriate to support teacher, pupils and purpose. These include;

  • In the moment feedback during live sessions, through teacher / pupil interaction
  • General marking of work submitted/uploaded
  • Verbal feedback, sent through a recorded message attached to the pupil’s work (deep feedback)
  • Video uploaded to SeeSaw which identifies misconception with teacher modelling how to address this misconception (deep feedback)

Feedback is a vital part of engaging and supporting learning and wellbeing during remote learning. As such we ensure that all children get feedback daily. Deeper forms of feedback, such as verbal feedback and a modelling video are generally received by pupils weekly.

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:

At all stages, learning is personalised to meet the needs of individuals.

Technology and platforms ensure that differentiation and bespoke support is not limited or hindered.

Support will be provided to ensure, where possible, all can utilise the technology to support their learning.

Where technology itself might prove a barrier for specific learning needs, appropriate and effective alternative will be provided.

Whilst the academy draws on the trust capacity and expertise, the academy will also liaise with wider professionals, such as vision and hearing team etc.

We further support children with SEND through:

  • Further 1-1 or small group support after main remote teaching session
  • Specific intervention for SEND needs or particular children
  • Specialist intervention from SENDco and SEND TA
  • Specialist intervention from S&L professional
  • 1-1 conversations with parents and children to overcome barriers to learning remotely.
  • Supply children with all regular resources, to make support/scaffolds as close to ‘normal’ classroom learning
  • Support particularly vulnerable children in school
  • Tailor work, whether it be online or hard copies, to enable children to overcome the difficulty of remote sessions
  • Staff will make regular phone calls to support parents if they need to the support.