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Remote Learning

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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.

The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

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

Children will be sent tasks by their class teachers to complete via Class Dojo. This may include completing tasks on Spelling Shed, Times Table Rockstars or Purple Mash. The children have logins for these sites in their reading diaries.


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?

Following the first few days of remote education, at All Saints’ CE Primary we will teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, art, design and technology and computing where children may not have access to the same resources at home as they would in school.


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:


Accessing remote education


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

  • Microsoft Teams (live lessons and independent tasks)

  • Class Dojo (independent tasks)

  • Times Table Rockstars (ongoing learning)

  • Spelling Shed (ongoing learning)

  • Purple Mash (Computing tasks)

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:

  • Children will be able to lend laptops from school so that they can access live online lessons and learning tasks.

  • School will endeavour to provide devices that enable an internet connection (for example, routers or dongles).

  • Printed work will be available to collect and from the school office if children do not have online access.

  • Children can submit completed work on paper into the school office, if they do not have online access.

  • Further information about online access can obtained from Mrs de Graaff by speaking to her in person, on the phone or via email using the school email address.

How will my child be taught remotely?

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

  • live teaching (online lessons)

  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)

  • printed paper tasks/packs produced by teachers

  • reading books pupils have at home

  • websites recommended by the school to support your child’s ongoing learning of spellings and times tables etc.

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?

  • We expect all children to regularly engage with online learning.

  • Class teachers will provide a set timetable with the expectations of when children should join live lessons and when they should work independently. Teachers will aim to keep the timetables the same daily with live lessons staggered for different year groups to enable parents to help all of their children.

  • The Head of School and class teachers understand that parents may not always be able to support their children with online learning depending on their own work commitments.

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

  • Registers will be taken of which children are logged onto live lessons and which children have submitted daily tasks.

  • If your child is not regularly engaging in their learning, your child’s class teacher will contact you directly to raise their concerns. The school will give support to all families where it can.

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:

  • Children will be provided with personal written feedback where appropriate.

  • Annotated answer sheets will be provided for children to self-assess their work.

  • Quizzes will be given to assess end of unit understanding and knowledge.

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:

  • Children on the SEND register will be offered small group, or 1:1, sessions with teachers, teaching assistants or the SENCo in order to ensure that they do not fall behind with their learning.

  • Children showing signs of anxiety will also be offered additional sessions with staff to support their well-being.

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?

Wherever possible, we will provide live learning through MS Teams for children self-isolating. Where this is not possible, other online learning opportunities will be provided to ensure that children self-isolating keep up with their peers.

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