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. In the first day or two of pupils being sent home, we will share activities using Tapestry for children in nursery and reception, and using Seesaw for pupils in Years 1 to 6. Within these initial days, any tailored support such as workbooks and devices will also be made available. Following the first few days of remote education, your child will be taught broadly the same curriculum as they would if they were in school.

Remote teaching and study time each day

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day: 
  • If your child is in nursery we will set up to 3 hours of learning daily. This will include:
    • a short phonics activity
    • a story video to participate with
    • a play-based activity linked to the 7 areas of learning. 
  • If your child is in reception we will set up to 3 hours of learning daily. This will include:
    • independent learning tasks for maths, phonics and writing
    • a topic/play-based activity
    • a storytime video to join in with.
  • If your child is in Key Stage 1 (Years 1 and 2) we will set 3 hours of learning daily. This will include:
    • a live check-in session 
    • a pre-recorded phonics session with a follow-up independent task 
    • a live maths session with a follow-up independent task 
    • an independent wider curriculum task.
  • If your child is in Key Stage 2 (Year 3, 4, 5 and 6), we will set 4 hours of learning each day. This will include: 
    • a live check-in session 
    • a live English session with a follow-up independent task
    • a live maths session with a follow-up independent task
    • independent reading, spelling and mental maths tasks
    • an independent wider curriculum task
    • a well-being activity. 


Accessing remote education

  • For children in Nursery and Reception:
    • we will share play-based learning tasks via Tapestry (https://tapestryjournal.com/). You will need the login details we sent you when and the password you created. If you get locked out, please contact us and we will send you a link to re-set your details.
  • For children in Key Stage 1 and Key Stage 2:
    • we will share learning tasks via Seesaw (https://app.seesaw.me/#/login or using the app). You will need your child's allocated textcode. 
    • we will deliver live sessions using Microsoft Teams (https://www.microsoft.com/en-gb/microsoft-teams/group-chat-software or using the app). The sessions will usually take place at 9am and 10.30am. Your child's remote teacher will issue an invitation to the session. You will need your child's allocated username and password. All sessions are recorded and uploaded to Seesaw after the session for children who are unable to attend. 

If my child does not have digital or online access at home, how will the school 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:
  • Lending a laptop - We have carried out a survey to find out what resources pupils have available at home. We have used the survey to lend laptops to families without a device or where devices are shared by several family members. Where possible, we will also respond to parental requests for devices. 
  • Printed workbooks - Using the survey, CGP workbooks have been provided for pupils who have limited access to WiFi. We will also responded to parents request for workbooks, if required.
  • Learning packs – We have provided packs of resources for pupils across school. These will be collected when children return to school. 
  • School places – Some pupils are attending school to support them with accessing learning.
  • Phone calls - Teachers will check-in with children in reception and nursery to learn more about the activities and learning they have been undertaking. 
If parents or carers need any support to access remote education, please phone or email the school office using the details at the bottom of this page. Alternatively, you can contact your child’s class teacher using their class email. 

How will my child be taught remotely?

We use a combination of approaches to teach pupils remotely. 
  • In Nursery, we use:
    • commercially produced videos and activities
    • ideas for play and topic-based activities for you to do with your child (these are linked to the seven areas of learning from the early years curriculum)
    • video stories with questions and follow-up activities.
  • In Reception, we use:
    • pre-recorded slides with teacher explanations for maths meetings
    • ideas for play and topic-based activities for you to do with your child (these are linked to the seven areas of learning from the early years curriculum)
    • video stories made by your child's teacher, with questions and follow-up activities
    • one-page maths activity sheets linked to the week’s theme (e.g. doubling)
    • commercially produced videos and activities (eg for phonics)
    • Friday’s Fun Phonics activities (these are matched to your child's ability). 
  • In Key Stage 1 and Key Stage 2, we use:
    • live check-ins and social time (eg registration, group games) via Teams
    • live lessons for English and maths via Teams
    • recordings of live lessons to refer back to or access later via Seesaw
    • pre-recorded videos of teachers introducing new learning or explaining how to do an activity via Seesaw
    • links to existing resources, websites and recorded materials (e.g. BBC, Oak National Academy lessons, Read Write Inc phonics lessons).
If your child does not have access to Seesaw, Tapestry or Teams, then printed resources (e.g. workbooks, worksheets) or CGP workbooks and reading books will be made available.

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

  • In Nursery:
    • You and your child will play and talk together using the tasks suggested by teachers. 
    • You will encourage your child to listen to the stories that have been pre-recorded by the teacher and you will talk with them about their answers to any questions. 
    • Parents or carers are asked to share photos, videos and descriptions of their child’s learning with teachers using Tapestry at least once a week or more frequently if they wish. 
  • In Reception:
    • You and your child will play and talk together using the tasks suggested by teachers. 
    • Reception pupils should be able to engage with Read Write Inc phonics with a little support from parents.
    • Reception pupils will need support with maths activities but should be able to independently participate with pre-recorded maths meetings.
    • You will encourage your child to listen to the stories that have been pre-recorded by the teacher and you will talk with them about their answers to any questions. 
    • Parents or carers are asked to share photos, videos and descriptions of their child’s learning with teachers using Tapestry at least once a week or more frequently if they wish. 
  • In Key Stage 1 and Key Stage 2
    • Pupils will complete all the daily tasks set and return them to their class teacher by selecting the ‘Add response’ button to the tasks on Seesaw
    • Pupils will attend daily Teams sessions for registration, live English lessons and live Maths lesson.
    • Following live lessons or recordings of these, pupils will complete the follow-up tasks and submit them via Seesaw
    • Parents or carers will help their children to complete the tasks, where needed, and ensure that all tasks are returned daily.
    • Parents or carers will support pupils to access Microsoft Teams so that their child can take part in live lessons.
    • As children move through Key Stage 2, they should be able to work more independently. 

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

  • In Nursery and Reception:
    • teachers check Tapestry posts on a daily basis
    • teachers will make comments back to you and your child, and add this to your child’s journal
    • teachers will have regular discussions with parents via email and telephone to check children’s wellbeing, engagement and any further support needed for home learning; this will help them to find out about any learning that has not been posted on Tapestry
  • In Key Stage 1 and Key Stage 2
    • teachers will check Seesaw posts each day and record whether work has been submitted
    • teachers will keep a register of who attends live Teams lessons.  
  • If your child is not engaging with remote learning:
    1. A member of staff will contact you by telephone or email to inform you of any concerns around your child's attendance at live lessons, or completion of work. 
    2. A member of staff may carry out a home visit if we are unable to make direct contact with you. 
    3. Where we have offered help and it has not been accepted, we may need to seek support from other professionals if we have ongoing concerns about your child’s engagement with remote education. 

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 your child's work is as follows:
  • Liking tasks on Seesaw and Tapestry
  • Commenting on Seesaw and Tapestry – these may be written or verbal (through the voice recorder features) and may praise success or provide support for pupils
  • Approving tasks on Seesaw and Tapestry
  • Offering verbal feedback during Teams live sessions, including whole class feedback or targeted support 
  • Where possible, these will be carried out on daily. 
In addition, we may contact you by email or phone to make sure the work we set is appropriate to your child. 

Additional support for pupils with particular needs

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:
  • Weekly learning will be made available for all pupils.
  • Teachers will plan appropriate tasks and activities based on their knowledge of what pupils can do. 
  • Where needed, pupils with SEND will be given personalised tasks through printed resources, additional scaffolds, workbooks, and through Tapestry or Seesaw.
  • Your child may be provided with different options for the daily tasks that have been set for the class.
  • Remote Learning has also been designed to support the wellbeing and social, emotional and mental health of pupils (including those pupils with SEND) during this time. 
  • Wellbeing phone calls offering support from our Thrive practitioners are carried out where appropriate.
  • If your child has an education, health and care plan, and is learning remotely, we have linked home learning targets within their plans; we phone you weekly to discuss your child's education and wellbeing.  
  • We will continue to work with other agencies and professionals to support children with SEND where they need to work at home during national or local restrictions. These meetings are being held remotely where possible.
  • We will share any updates via the school website promoting resources to support pupils with SEND.
  • Teachers will offer any extra support or additional explanations in their daily live lessons, through Tapestry and Seesaw, and through email and phone communication.

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.
  • In Nursery and Reception, if you have informed the school that your child needs to self-isolate:
    • Your child's teacher will use Tapestry to share the tasks that are being completed by pupils in school.
    • We will ask you to help your child to complete all of the daily tasks and that all tasks are returned daily to their class teacher by selecting the ‘Add response’ button on Tapestry
    • Your child's teacher will provide daily feedback while your child is self-isolating. 
  • In Key Stage 1 and Key Stage 2, if you have informed the school that your child needs to self-isolate: 
    • Your child's teacher will use Seesaw to share the tasks that are being completed by other pupils in school.
    • We will ask you to to make sure your child completes all of the daily tasks and that all tasks are returned daily to their class teacher by selecting the ‘Add response’ button on Seesaw
    • Your child's teacher will provide daily feedback while your child is self-isolating.