remote learning guide

remote learning guide for parents/carers

January 2021

In the event of a year group bubble needing to isolate at home or a local/national lockdown, we have put together a contingency plan to support the children’s remote learning. This guide will outline our plans to support your child and what you and your child should expect; however, these plans may change due to many different factors and we will continually adapt and update them depending on the current situation.


The remote curriculum: what is taught to children at home

A child’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 learning.

What should my child expect from immediate remote education in the first day or two of children being sent home?

  • Children in Reception and the majority of children in Year 1 have been provided with a RWi pack (My Reading and Writing kit including high frequency words and games) – they should start completing these with adult support

  • Children in years 1 to 6 have been provided with CGP workbooks – they should start completing these independently (where possible). They will also have login details so that they can access the following websites and complete educational tasks:

  • Oxford Owl – access to reading books  

  • Spelling Shed – spelling activities 

  • Times Table Rockstars – times table activities  

  • Purple Mash – computing activities

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?

  • We teach the same curriculum remotely as we do in school wherever possible and appropriate; however, we have needed to make some adaptations in some subjects.  


  • Writing – in school, our writing process follows a clear structure and there are normally lots of opportunities in each session for discussions in pairs/groups. Children also get the chance to be physical and move around the room when rehearsing their writing. During the editing process, adults move around the room to focus on different aspects that can be improved. We have had to adapt our approach to support remote learning.

  • Project - we normally start our projects off with interactive sessions which might involve role play, baking or making things. Due to resources available at home, we won’t be able to do this in the same way and might use alternative resources such as videos to help the children learn instead.


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 children broadly the following number of hours each day:

Accessing remote education

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

  • Nursery – pre-recorded teaching videos displayed on school website and uploads via EExAT.

  • Reception and Year 1 – weekly timetable and pre-recorded teaching videos displayed on school website. Uploads via EExAT.

  • Year 2 – 6 – weekly timetable displayed on school website. All resources and learning tasks set through 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 children may not have suitable online access at home. We take the following approaches to support those children to access remote education:

  • Information will be collected via a google form to identify which devices families have available at home. Parents/carers that do not respond (as they may not have internet access) will be contacted by the school to identify what internet access they have.

  • Through information collected, discussions with staff and contact made with parents/carers, families will be selected to receive devices such as tablets or Chromebooks. Families will also be identified that require devices to enable an internet connection e.g. dongles, or support to re-establish an internet connection with their provider.

  • If children don’t have internet access to retrieve printed materials e.g. worksheets, teaching teams can be contacted and arrangements can be made to collect these from the school office.

  • Children are encouraged to submit their work through uploads directly to EExAT/Google Classroom. If they are unable to do this, teaching teams can be emailed with photos or documents.

  • If children don’t have internet access to upload or send their work in, parents/carers can drop off work/photos etc to the school office.

  • Contact details for all staff can be found on the school website if parents/carers need to make contact regarding support with internet connection or devices.

How will my child be taught remotely?

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

Some examples of remote teaching approaches:

  • Recorded teaching – all year groups will have access to videos/audio recordings made by teachers for core subjects (Reading, Writing and Maths). Other recordings may be used to support lessons e.g. Oak National Academy lessons, White Rose lessons, Read Write inc lessons.

  • Printed paper packs produced by teachers containing worksheets if internet access is limited or children have difficulties recording work online.

  • CGP textbooks/RWi packs children have at home.

  • Reading books children have at home.

  • Commercially available websites supporting the teaching of specific subjects or areas e.g.


BBC bitesize

Purple Mash

Phonics Play




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 children learning at home to complete the daily tasks set for them which are outlined on the weekly timetables. The tasks set online will mirror, as much as possible, the tasks set in school so it is really important that children at home complete them. If tasks are not completed, children risk falling further behind peers.

  • We expect all children (except Nursery) to attend daily zooms for the register so they can check in with teachers and classmates and listen to work expectations set for the day. This would be a good opportunity for children to ask questions if they are unsure what they have to complete that day.

  • We expect all children to attend daily zooms for story time as Reading engagement is a school focus this year – it is important for children to listen to stories and answer questions about events and characters.

  • We expect children to watch videos or work through PowerPoints/Notebooks to help them complete worksheets/tasks set.

  • As parents/carers, we appreciate any support you can give your child when they are completing home learning. This could look different depending on various home situations e.g. parents/carers working from home, siblings. Here are some suggestions that parents/carers could do to support their children:

    • Setting up routines – including non-screen time

    • Helping set up devices and accessing videos and resources

    • Helping explain learning further if children are struggling to understand

    • Checking tasks have been completed

    • Sending work in to teaching teams

    • Contacting the school if further help is required


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

  • Children’s engagement will be checked daily and recorded by teaching teams – this will include attendance to zoom sessions and activities/tasks completed that have been set that day.

  • In Early Years, key workers will contact their key children weekly to maintain positive relationships.

  • If engagement is a concern, teaching teams will communicate with Phase Leaders and PST - emails will be sent or phone calls will be made by staff members in order to identify any issues children are having with completing home learning and support will be offered.

  • Depending on the outcome of emails/phone calls, further communication may be set up e.g. a weekly phone call, individual tutorials via zoom, touching base if children are in school for part of the week.

  • If children have been provided with devices and their engagement is a concern, devices may be re distributed to other families in need of support.


How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean 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 child work is as follows:

  • Children in Nursery, Reception and Year 1 will receive comments via EExAT on any videos or photos that are uploaded daily - these comments may celebrate what the children have done or ask questions that can be responded to or further develop their understanding.

  • Children in Years 2 to 6 will receive comments via Google Classroom on all work that is submitted daily - these comments may explain what the child has done well or identify answers that need to be checked or how their learning could be improved further.

  • Quizzes may be set via Google Classroom which will give children a score and provide immediate feedback.


Additional support for children 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 children, for example some children 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 children in the following ways:

  • Differentiated learning will be provided so tasks will be set that are matched to your child’s ability – these may be accompanied by separate teaching videos to the whole class.

  • Resources from the SENCO will be provided to parents/carers to support other areas, not just academic.

  • Communication from the teaching team and SENCO will be offered if further support is required.

  • Additional resources can be arranged to be collected/delivered to support specific learning needs and children being able to access their learning.

Remote education for self-isolating children

Where individual children 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 children 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 children are well enough to complete learning but are having to self-isolate, remote education will be provided but there will be changes to the resources outlined in the document above.

  • Live lessons or pre-recorded teaching videos will not be provided as teachers will be teaching full time in school, unless a year group (or bubble) shuts down.

  • All resources that are available e.g. videos, PowerPoints, Notebooks, worksheets, will be uploaded to either the school website, EExAT or Google Classroom depending on your child’s year group.

  • Work submitted online will be commented on daily.

  • Contact will be made by teaching teams or PST on a weekly basis.

Oak Tree Road  Ashford  Kent  TN23 4QR  📞01233 631259

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