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Parent Information for Remote Learning

Our remote curriculum: what is taught to our children at home?

The first day or two of learning at home might look different while we prepare for a longer period of remote teaching.


What should my child expect from remote education in the first day or two?

As soon as a parent or carer informs the school that their child will not be attending school for COVID – related reasons, we will email out the 2-day plan of work which is linked to the work they have been learning in school.


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?

Our aim is to teach the same curriculum remotely as we do in school wherever possible. However, we have needed to make some adaptations in some subjects. For example, Guided Reading in Key Stage 1 will be based more on discussions around the text rather than written tasks. 

Phonics lessons and spelling lessons will be taught during the morning as they would be in school and will cater for all needs.  Children can then try what they have been taught on their spelling frame accounts at any point through the afternoon. 

Kinetic letter sessions will continue for Key Stage 1 at least three times a week and some children will also be taught as small group interventions in the afternoons.

English and mathematic lessons will be taught as they would in school, with an input to start the lesson and then a follow up task which is varied to suit children’s need. 

Our foundation subjects, such as Geography and Art will continue to follow the same topic planned, however, tasks will be designed so that they can be completed independently and at home.

Skills taught during remote teaching will be revisited in greater depth when we return to school.

Whilst at school, children in Reception, would usually engage in around 2 hours of Child Initiated time.  During this time, the prime areas of learning are encouraged and developed whilst children direct their own learning through play.  The adult role is to facilitate learning and move it forward.  To support this at home, a range of activities, linked to the current theme will be provided. Children will also be encouraged to follow their own interests or choose their own activities at home.


We ask that you follow the protocols set out in Google Classroom Child and Parent User Agreement

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 their independent work) will take our children the maximum following number of hours each day:

Children in Reception

up to 3 hours.

Provision will include live teaching, recorded inputs to lessons and time for children to complete tasks and assignments independently.


Timetables for learning are updated regularly and created for each class and you should have a copy.

Year 1 and 2

up to 3 to 4 hours.

Year 3 and 4

up to 4 hours.

Year 5 and 6

4 -5 hours.


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

  • Set tasks, live teaching, recorded teaching inputs and any videos to support learning will be shared and feedback given using Google Classrooms.
  • Parent and carers of children in Reception (Bears) may use Tapestry to share outcomes at home with the teachers and LSAs in school.
  • Passwords for Timestables Rockstars, Numbots and Spelling Frame can be found in your child’s reading journal.


What if we do not have online access?

We take the following approaches to support families to access remote education:

Prior to Christmas all families were contacted, by their child’s class teacher, to find out about IT provision at home (including Internet access).  Our Computing Leads compiled a list of families who would require support should there be a bubble closure or lockdown. 

Throughout Autumn term all children from Y1 to Y6 were taught how to access Google Classroom.  They learnt how to open work, respond to it and ‘turn it in’.  Children in KS1 had a virtual story time session so that parents could log in and check how Google Classroom works and whether they had any problems.  Children in upper KS2 had homework set weekly to get children used to the format.

Children and parents have been provided with log on details for both Google Classroom and Tapestry (Year R).  Parents understand that they can request password resets by contacting the school office.

Parents are welcome to contact the school if their circumstances have changed regarding IT provision.  A list of children needing devices is regularly reviewed. Chrome books have been allocated and distributed. Parents have been sent information about how to claim free unlimited data, through the school, if needed.

Using our Facebook page and emailing system we have alerted parents to alternative ways they can access Google Classroom, for example through the use of Playstation or XBOX. 


How will my child be taught remotely?

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

  • Live teaching (online lessons)
  • Recorded teaching inputs made by teachers- these will remain accessible for 24 hours
  • Scheduled daily time to complete Timetables Rockstars, Spelling Frame or Numbots
  • Independent time to complete set tasks
  • Reading daily including “Online reading” through eSLS (Wheelers books and Oxford Owl).
  • Daily phonics and early reading skills in Reception and KS1 some of which will be teacher led and some independent through Phonics Play, Phonics Bloom or Get Epic.
  • Weekly choice of activities to support learning in Reception (Bears)
  • Appropriate teaching materials and videos from providers such as Oak Academy, BBC Bitesize etc which match our planned curriculum.

Remote learning packs have been delivered or sent home where appropriate. These include materials and resources that children may need at home, for example a kinetic letters whiteboard and pen, exercise book, word mat etc.


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

It is expected that your child takes part in live registers at 9:00 and 1:00 and has access to the Google Classroom for their work everyday.

We understand that with younger children and for children with SEND, parents play a vital role in their child being able to access and use Google classroom.

Most children in years 3, 4, 5 and 6 should be able to work independently but please support your child to follow the daily timetable so that they login promptly for live sessions. 

In any non-directed time, we would like your child to use Spelling Frame, Times Table Rockstars or Numbots and to read and respond to any online marking. 

We ask that all children read at home daily and have access to Banded Reading Books.

As we are using Tapestry in Reception (Bears) to see children’s work and provide feedback, it is expected that you upload photos or videos of their work onto Tapestry daily so we can provide next steps and feedback for your child. It must be an honest reflection of their work and if they have found something difficult or they haven’t got it right upload it to Tapestry too. We do not expect their work to be perfect every time as they are still learning.


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

Class teachers check on pupils’ engagement daily by carrying out an on-line register. We ask pupils to attend at least 1 registration session per day either at 9:00 a.m. or 1:00 p.m. If children are unable to attend either of the sessions then parents can inform the class teacher.

Following live lessons, teachers will spend time giving feedback on work. It is possible to give ‘in the moment’ feedback which children can immediately respond to. Where needed, editing suggestions and next steps will be given and if any concerns arise, the teachers will contact parents for support at home.

We review tasks returned to us through Google Classroom through the school week and monitor which children are or are not engaging in the independent tasks.

“Turning work in” is expected each day. We will inform parents when children are not completing tasks.

Parents are required to upload evidence of learning to Tapestry. When uploading, please include one full day’s learning of all observations for that day, rather than separate videos.  The class teacher or LSA will comment on the learning, reference it to the Reception (EYFS) framework and may write a written comment, which may include next steps.

If engagement is a concern, the class teacher will contact the parents to offer support and guidance.   If there is no contact from the parents this will get passed onto a member of SLT or the pastoral team who will make contact with the family.


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:

  • In Reception, observations on Tapestry will used for assessment if appropriate and where needed next steps will be given.
  • Immediate feedback is given in live lessons each day to individuals, groups or whole class.
  • Teachers will provide feedback and next steps on work submitted remotely where necessary and appropriate.
  • It is possible for live ‘editing sessions’ to be offered and our curriculum will be adjusted based on assessment


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:

All parents of children on the SEND register are contacted weekly by phone if they are not in school to discuss if their child is able to access and engage with online learning. 

Most children learning at home on the SEND register are accessing the live teaching from teachers, whom cater and adjust to their needs like they would in the classroom. Others whom are working at a significantly different level to their peers have, an individual folder with specific personalised work.  

If the child has an EHCP, is deemed vulnerable or has limited access to online facilities a place is offered in school. 

For those whom are Reception (Bears), the children have access to online learning and Tapestry. If a child is struggling to maintain focus and concentration online, the parents complete the activities with the child and upload photo and descriptions on Tapestry. The teacher can access this and will comment on work and communicate with the family. 

During the afternoons, our ELSAs, HLTA and UQT  will run small group or 1:1 bespoke remote sessions with some children, who have either SEN targets, emotional literacy targets or need specific English and math skills catch up targets. 


If my child is not in school because they are self-isolating, how will their remote education be different from the approaches described above?

After the initial 2 days, learning will then match the curriculum that the children would have been covering in class and adapted to meet the children’s individual needs as much as possible.

When a bubble has to work from home, where possible, there will be daily contact and live lessons with a teacher or LSA from school each day via Google Classrooms. The teacher or LSA will explain the new learning. Year R teams (Bears) may use Tapestry.


Parent User agreement

Coronavirus Guidance and Support for Parents, Carers and Children


Covid-19 guidance:

Where to get help:


Supporting Families during COVID-19


Domestic abuse – where to get help during the Covid-19 pandemic

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Hampshire and Isle of Wight Educational Psychology Telephone Support Line

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Supporting children and young people with worries about COVID-19

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NHS Advice:

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Best And Worst UK Mobile Networks 2021: GiffGaff, EE, O2, Vodafone And More - Which?

Increasing data allowances on mobile devices to support disadvantaged children
This scheme temporarily increases data allowances for mobile phone users on certain networks. This is so that children and young people can access remote education if their face-to-face education is disrupted.

Who can get help
Schools, trusts and local authorities can request mobile data increases for children and young people who:

do not have fixed broadband at home
cannot afford additional data for their devices
are experiencing disruption to their face-to-face education
Children with access to a mobile phone on one of the following networks might be able to benefit:

Virgin Mobile
Tesco Mobile
Sky Mobile
Other providers may join the scheme at a later stage.

When help is available
Schools, trusts and local authorities can request mobile data increases when schools report a closure or have pupils self-isolating.

They can also make requests for children who cannot attend school face-to-face because:

they’re clinically extremely vulnerable
restrictions prevent them from going to school
How to request a mobile data increase
For each request, we need to know:

the name of the account holder
the number of the mobile device
the mobile network of that device (for example Three)
There’s an online guide to help gather mobile information.

Schools, trusts and local authorities need to submit mobile information through our online service. Each provider will vary in how quickly they process requests.

Once a network provider has processed a data increase, they’ll send a text message to the account holder.