COVID-19 Remote Education Provision

You can find our Learning Continuity Guide here

Frequently Asked Questions: 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?

As all pupils have access to Chromebooks, the remote provision will be in place from the first day the pupils are at home.

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?

All pupils will be broadly taught the same curriculum as they would if they were in school. Some adaptations may be needed for practical subjects such as Art, Design Technology, Engineering, Drama and Music where specialist resources are required. In these instances, Curriculum Leaders will reorder the curriculum to ensure that pupils are able to experience the practical elements when they return to school.

Practical Physical Education lessons will not be delivered as timetabled, however there will be a number of physical activity challenges regularly shared with pupils that they will be encouraged to choose from.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

Key Stage 3 and 4: Approximately 5 hours work per day (+scheduled homework)

Accessing remote education

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

All pupils have their own Chromebook and Google account with access to Google Apps for Education. All work will be set through Google Classroom with teachers delivering live aspects through Google Meet. Where teachers require pupils to access an educational website, online textbooks or interactive quizzes and assessments, links to these will be posted in Google Classrooms.

GoGuardian will be used to monitor pupils’ use of their Chromebook and to communicate with pupils in real time.

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:

  • If a pupil’s Chromebook is faulty, they may borrow a device from school whilst it is being repaired.
  • If a pupil does not have a reliable internet connection, we will provide them with a mobile data device.
  • Technical difficulties with Chromebooks should be reported to
  • Issues with internet connections should be reported to the pupil’s Head of Year.

How will my child be taught remotely?

Each lesson will begin with a live registration period through Google Meet. Teachers, guided by Curriculum Leaders, will then use their professional judgement to decide the format of the lesson. Our strategies include:

  • Live teaching online
  • Pre-recorded videos by teachers/ teaching assistants
  • Assignments set through Google Classroom
  • Online tasks such as Hegarty Maths
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • Tasks from online textbooks
  • Setting practical tasks for pupils to complete
  • Reading from material pupils have at home

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 pupils to engage in tutor time and all lessons during the course of a day. Pupils are expected to register at 08:30am and at the beginning of every lesson. You will receive a text message and/or phone call if you child has not registered for sessions during the day. Please follow this up with them.

Most pupils should be able to complete work independently at home as teachers will be available to support remotely during lesson times. We ask that parents and carers support their children by discussing how things are going, including reviewing any attendance data that is shared, and providing feedback to school if and when they feel it is necessary. This is of particular importance where a child may need additional mental health and well-being support.

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 at the start of every lesson and during form time. Following the live registration part of the lesson, all teachers will remain available online to monitor and support pupils. All teachers and support staff have access to GoGuardian which enables them to see pupils’ screens and check that they are engaging with the set tasks. Teachers will often require pupils to submit work at the end of the lesson or rejoin a Google Meet for a plenary.

Where a teacher’s monitoring suggests that a pupil is present but not engaging, this will be logged on the register. Weekly attendance reports will be sent to parents and carers showing how many lessons have been attended, missed or where there has been a concern in a lesson. Class teachers, tutors and Heads of Years will call parents/ carers where concerns have been identified.

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:

Teachers and support assistants will routinely assess pupils and provide them with feedback as would be the case in a classroom setting. A range of strategies will be used such as:

  • Questioning pupils and providing individual or whole class verbal comments during live lessons
  • Online resources that enable teachers to see all pupils’ answers to check for understanding e.g online mini-whiteboards and Nearpod
  • Individual comments (verbal or written) provided live or after the lesson on assignments
  • Automatically marked quizzes such as Google Forms, Socrative and Hegarty which provide pupils and teachers with immediate feedback and assessment information
  • A1 assessment and attitude to learning grades provided in line with annual reporting arrangements.

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:

  • Inclusion staff are following their regular timetables to support pupils online during live lessons. Staff are using software to monitor pupil engagement and what they are writing and using live chat functions to communicate directly with pupils.
  • Pupils whose needs can not be met at home have been invited in and we are supporting these pupils on site in our skeleton provision.
  • Inclusion staff are working closely with class teachers to ensure pupils are supported and work is differentiated or scaffolded as required.
  • Staff have set up separate Google classrooms to help with communication with certain pupils and have live meets with pupils.
  • Each pupil with an EHCP and specified pupils on the SEN register are having calls at least once a week with home to discuss progress
  • We have a tracker for these pupils measuring engagement and calls home so that action is being taken where there are concerns. 1-1 and small group interventions are still occurring but online.
  • Consultation work without Speech and Language and Educational Psychologist is occurring.
  • Best endeavours are being made to meet EHCPs in terms of therapies.

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 child is self-isolating, they will be able to access lesson content through their Google Classroom. In these instances, there will not be live elements to the lesson, however pupils should be able to continue to access the curriculum as planned.