Remote Learning Policy

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 if 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 on the first day or two of pupils being sent home?

Students will be able to access Google Classroom immediately, where home learning tasks linked to the planned curriculum will be available. Students will also be able to use GCSE Pod, Hegarty Maths and those in years 7 and 8 will have access to the online Accelerated Reader programme.

Off line learning will also be available in the form of revision guides and reading books.


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?

Wherever possible, we teach the same curriculum remotely as we do in school however, we have needed to make some adaptations in some subjects. For example, in practical subjects like PE and Design Technology, some projects have been postponed and replaced with ones that are more suited to remote learning and require fewer materials and equipment.  


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 5 hours each day, inline with the usual school timetable.

Accessing remote education

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

All online remote education will be accessed via Google Classroom.

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 have worked hard to order and distribute Chromebooks and internet dongles to all of our students who need them since the first lockdown.  

All year 7 students received a Chromebook in November 2020.
All year 8 and year 9 students will receive their own Chromebook in January 2021.
All year 10 and year 11 students have received Chromebooks if they do not have access to their own device at home.

Please contact the relevant Achievement Leader urgently if your circumstances have changed and your child does not have suitable online access to remote education.  We will deliver Chromebooks and/or Dongles when requested via the appropriate Achievement Leader. 

Year 7

Mrs Shoer –

Year 8

Mrs Hellewell –

Year 9

Miss Spillsbury –

Year 10

Mr Smithen –

Year 11

Mrs Chalmers –


We do not expect delays in providing appropriate equipment for online learning, however students will be provided with paper resources via post or hand delivery should this be required. As far as possible, this work will cover the same content as the online work. Students can submit work to school reception to be marked by teachers.

How will my child be taught remotely?

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

Some examples of remote teaching approaches:

  • A minimum of 50% of your child’s timetable will be delivered by live teaching (online lessons).  Teachers will explain tasks and new content and students will be expected to work independently using support provided.  Teachers will be available for questions and feedback during the allocated lesson time.
  • There will be some recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers and other online resources) provided on Google Classroom for the other 50% of teaching.
  • Students may receive printed paper packs produced by teachers (e.g. workbooks, worksheets) if they do not have access to technology as a ‘stop-gap’ until equipment is delivered.
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences such as Hegarty Maths and GCSE Pod.
  • Textbooks and reading books.


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 at home

Our expectation is that all students working at home will broadly follow the school day. This means a normal get up time and being ready to work and learn from 9am, so  please make sure they go to bed on time. At 9am each day, there will be a live assembly broadcast from the year group Google Classroom.  Attendance is compulsory and will include important details about the day ahead.  It will also provide parents and carers with useful reference points and details, so if you are able to watch with your child, please do.

Students are to follow their normal timetable and complete all the work set for them on Google Classroom by their class teacher. They should take breaks and lunchtime. Ideally they should work at a desk or kitchen table, with regular check ins from an adult if possible. They can email their teachers if they need to and teachers will respond to their queries during the times that lessons are usually held. There will be sufficient work set for them by their teachers for them to be busy throughout the day.

Parents must inform school if their child is unable to attend live lessons or complete online learning.

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

Teachers will complete a register for every live lesson.  If children do not attend, parents will be informed by text message, email or phone call.  Submission of work to Google Classroom will also be monitored and parents should expect to hear from class teachers and form tutors on a weekly basis if their child is not engaging with online learning.  When there are serious concerns about students’ engagement with online learning, they will be expected to attend school.

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:

  • Instant verbal feedback in live lessons.
  • Whole Class Feedback during live lessons with opportunities for students to edit and improve their work live.
  • Self marking quizzes where appropriate.
  • Summative feedback on assessments.


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:

All SEND students have had support in accessing online learning in school before lockdown; including support with Google Classroom for homework and Google Meet for live lessons.

Learning Support Assistants attend live lessons with SEND students and then support them remotely by phone or Google Meet.

Places are available for face to face teaching in school as part of our vulnerable students’ provision.  Students complete the same work, but in school with close support and supervision.


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?

If a significant number of students are self isolating, this will provide capacity for live lessons to be delivered for 50% of lessons and bespoke resources created to suit effective remote learning.  Achievement Leaders will provide a daily assembly to share key information and increase motivation.

Individualised cases of students unable to attend school will have the same work as students in school, with some adaptations to suit remote learning. Resources will be shared on Google Classroom and regular, personalised feedback will be provided. Communication between students and teachers via email is encouraged and welcomed.  

Where a subject is practical, such as DT, a separate project for self isolating students is provided which allows students to work on the theory, with the opportunity to complete practical aspects of the course in school upon their return.