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 document.
What should my child expect from immediate remote education in the first day or two of pupils being sent 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?
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:
Key Stage 1 pupils
Year 1 and 2
The expectation is that schools provide a minimum of 3 hours learning per day. However, parents should break this up into smaller chunks of learning with physical activity breaks in between, just as we do in school.
The expectation is that schools provide less than 3 hours learning per day. We will provide between 2 and 3 hours of learning but do not expect that pupils will complete a full 3 hours. This should be broken up into short activities with plenty of physical breaks and time for play in between.
Accessing remote education
We will be using ‘Purple Mash’ on the welearn365 learning platform provided by Warwickshire County Council to set your child’s learning tasks each day and they will receive an individual user name and password to access this.
We will also use the following sites to provide learning across the curriculum and your child will receive a separate user name and password in order to access each one –
If my child does not have digital or online access at home, how will you support them to access remote education?
It is important to remember that remote education is a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.
As an infant school, we are not entitled to access any support from the government with digital devices. These are only available to pupils in Year 3 and above.
If required, we will provide a weekly pack of paper-based resources which can either be collected from school or delivered to the home. These can be returned for the teacher to mark. Class teachers will telephone parents to discuss learning if pupils are not regularly joining the daily Teams calls.
How will my child be taught remotely?
We will use a combination of the following approaches to teach pupils remotely –
Engagement and Feedback
What are your expectations for my child’s engagement and the support that we as parents provide at home?
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
How will you assess my child’s work and progress?
Feedback can take many forms and for such young children extensive written comments are not the most suitable. Our approach to feeding back on pupil’s work is as follows –
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 learning?
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:
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?