Remote Learning

Where a class, group or a small number of pupils need to self-isolate, or local restrictions require pupils to remain at home, schools are expected to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing curriculum, for example through technology, and have a strong contingency plan in place for remote education provision. This planning will be particularly important to support a scenario in which the logistical challenges of remote provision are greatest, for example where large numbers of pupils are required to remain at home.

In developing these contingency plans, West Monkton Primary School will:

  • use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations
  • give access to high quality remote education resources
  • select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use
  • provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access
  • recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and so schools should work with families to deliver a broad and ambitious curriculum

When teaching pupils remotely, we will:

  • set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
  • teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
  • provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos
  • gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work
  • enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
  • plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers

We will consider these expectations in relation to the pupils’ age, stage of development or special educational needs, for example where this would place significant demands on parents’ help or support. We will avoid an over-reliance on long-term projects or internet research activities.

The DfE have now published a temporary continuity direction which makes it clear that schools have a duty to provide remote education for state-funded, school-age children unable to attend school due to coronavirus (COVID-19). This came into effect from 22 October 2020.