Remote Learning


Remote Learning 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.  


Remote Education Provision/Plan

Remote education is a means, not an end. Our remote education curriculum has been aligned as closely as possible to the classroom curriculum. We have carefully thought about sequencing the learning to enable our learners to move on to the next step. Our teachers make sure that curricular goals are made as explicit remotely as they would be in the classroom.

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.

Moving on, your 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. For example, we have adapted the way handwriting is taught, or shared writing.

What should my child expect from immediate remote education:

When providing remote learning for short-term provision (ie: 2-week quarantine for a pupil in their class), teachers are responsible for:

  • Providing a 10-day plan which provides thematic learning for English, Science, Computing and Foundation subjects.
  • Creating a 10-day plan for maths which mirrors the work carried out in the classroom for those specific days.
  • Feedback and marking for individual children off site. Parents will be asked to return completed work via email or paper copies via the school Office.
  • Providing the necessary resources and workbooks for pupils who request for these resources.
  • Following up on any misconceptions or misunderstandings upon receipt of the work.
  • Feedback and zoom meetings where a whole bubble is required to isolate.
  • Ensuring that the plans are emailed to the parent within 24 hours of the child’s absence.
  • Where a parent informs the school that they do not have access to IT learning, then providing paper copies.
  • Liaising with year group partners and SLT to ensure continuity.
  • Keeping in touch with pupils who are not in school and their parents via email or phone.


Structure of the day

Morning and afternoon register will be taken and absences should be emailed to the school office.

At the start of each new week, each class teacher will share a timetable with their class. Below are some examples of what a normal day will look like. Each lesson will sometimes consist of a short live starter or explanation followed by suitable activities for the children to complete and submit for feedback via year group email. We have staggered timings between Foundation Stage, KS1 and KS2 in an attempt to help families with children in the different key stages. Teachers will have the flexibility to decide which lessons they would like to ‘live’ teach and which ones to record depending on where the needs of their children are. The time spent on live Zoom lessons varies according to the different key Stages and on the lessons covered.





9.00 - 9.45

Child initiated play

9.45 – 10.00


10.00 - 11.00

English /Phonics





12.30 – 1.30


1:30 – 2:30

Child initiated play/PE

2.30 – 2.45

Story Time/Reading






10.30 to 11.00


11.00 to 12.00







Theme/Foundation subjects/PE



2.30 to 2.45

Story Time/Reading






10.00 to 10.30


10.30 to 11.30




12.30- 2.00pm

Theme/Foundation subjects/PE



2.15 to 2.45

Story Time/Reading



Foundation Stage

10 am daily Phonics live Zoom (approx. 30 minutes)  followed by Phonics lesson video (approx. 10 minutes) Children work for about 30 minutes 

11:30am daily Maths live Zoom (approx. 30 minutes) / White Rose Maths video (5-10 mins) & activity with extra challenges on home learning plan. Children work for about 30 - 40 minutes. 

Other lesson input video (approx. 5-10 minutes) (from an area of Development Matters) Children work for 30-60 minutes off screen 

P.E. video ( Mr. Warren's recorded lessons, Joe Wicks and Cosmic Yoga)

Weekly child-initiated play ideas and support. 

Year 1

1hr 45 - 2 hrs daily live Zoom lessons. 20 mins of daily video teaching. We reply to work sent in to us all afternoon and create a powerpoints of the children’s work to share in the afternoons.

Year 2

One and a half hours daily live Zoom lessons split into two separate sessions.

Daily recorded videos for every lesson - Phonics, English, Maths and a Foundation subject.

Year 3

9 am -10 am / 10.30 am -11.30 am daily Maths and English Live zoom lessons

Daily videos for afternoon subjects and an afternoon zoom on Mondays and Thursdays.

Year 4

4.25 hours a day

9 am -10 am English live Zoom

10:30 am- 11:30 am Maths  Live zoom

12:45 -1:30 pm Foundation subject Recorded video input

1:30 pm -2 pm - PE Recorded video 

2 pm -3 pm – Welfare checks/ Well-Being activities/ Foundation Live Zoom

Year 5

Daily 3.75 hours live teaching.

Videos Only very occasionally (on a Friday)

Year 6

9.30 am -10.30 am: Live lesson to discuss afternoon work and teach English.

Zoom call kept open until 10.55am to enable children to come back on call for additional support.

11.15 am–12.10 : Live maths teaching

(input usually finished by 11.40am)/ Zoom call kept open until 12.15.                                        

Children are also offered the chance to have extra help at 3.15 pm if they wish. A couple of children have done this.

1.45 pm– 2.30 pm: Zoom to half of the class to discuss the work completed. Quizzes are sometimes included and clips shown that link to the ‘This day in History’ or ‘Famous landmark’ part of the morning challenge to widen the children’s general knowledge and for the last 15 minutes, the class novel is read.

2.30 pm – 3.10 pm: Zoom 2nd half of class as above. Powerpoints/instructional videos are provided for afternoon work and explained in the morning zoom. Additional zooms are arranged as appropriate.



Children will access their online remote education via Zoom and recorded videos.

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 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.

We surveyed all families to find out who needs devices

We issued the loan scheme letter and delivered devices based on the information collated

For families who cannot print materials, the office is offering a printing service and parents collect work on specific allocated times to avoid queues and gathering by the office.

For children who cannot forward their finished work via email for feedback, we have asked parents to drop the work at the office. However, we have explained the principle of quarantining the work.

How will my child be taught remotely?

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

  •  live zoom classes for maths and English/ Phonics teaching
  •  recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  •  printed paper packs produced by teachers to reflect current units taught
  •  reading books (Year 6 pupils)
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences (such as Bitesize, Twinkl, Spelling Zone and Spelling Shed) 


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

It’s harder to engage and motivate pupils remotely than when they are in the classroom. There are more distractions, and as a teacher you’re not physically present to manage the situation. Communicating and working with parents, without putting an unreasonable burden on them, can help support home learning. Engagement increases when pupils feel part of the school. That is why on some days, our teachers focus on games, quizzes, well-being and mindfulness activities. The Headteacher reaches out to the community via the monthly newsletters, the weekly updates and making telephone calls to different families/children on a weekly basis.

See expectations under roles and responsibilities (2.3 of the Remote Learning policy)

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

Every morning, after registration, the class teacher will inform the office of non-attendees for actions to be taken. See Appendix A depicting the flow chart showing actions to be taken for non-attendees.

Teachers will be touch with parents via email (year group email) if they have any concerns.


Learning isn’t fundamentally different when done remotely. Feedback and assessment are still as important as in the classroom. It can be harder to deliver immediate feedback to pupils remotely than in the classroom, but teachers have found some clever ways to do this.

At Long Ridings, feedback is given and received in many different formats depending on the different year groups:

  • At the end of a block of English work, we expect children to submit their piece of independent writing to be assessed by their teacher - this will then be assessed using the school's writing assessment criteria and feedback given via email. Some marked samples are then discussed during the next lesson to share progress made or where next steps need to be implemented for better impact.
  • At the end of a block of maths work, we will assess the children with short assessments (these may be in the form of a short test - eg White Rose or an online assessment activity -eg MyMaths). We expect children to attempt these independently and ask that these are submitted as photos via email.
  • Day to day progress in English, Maths and other subjects is monitored via discussions in zoom lessons and the sharing of examples of work. Teachers use different AFL techniques and questioning to assess learning during live Zoom lessons.
  • In some cases, small groups of children are kept on Zoom to carry on working with their teachers to reflect on their feedback whilst the others work independently. 
  • Tapestry is used for communication and feedback in Foundation Stage. However, in the live zoom lessons for English, Phonics and Maths, the teachers will also use different AFL techniques and questioning to assess learning during live Zoom lessons.
  • Feedback is also received from parents via the year group email.
  • HT makes weekly phone calls to the Star of the Week children to share the teachers’ feedback.     

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:      

  • Differentiated work as would be provided in class to allow some degree of independence in working on tasks.
  • Additional and/or bespoke resources sent to parents to guide them in supporting their child
  • Appropriate differentiation of questioning and other AFL techniques used to allow participation in whole class / small group live lessons
  • Individual phone or zoom contact with pupils throughout the week to discuss relevant work and provide feedback
  • Pupils excused from zoom calls where content may not be appropriate and given alternative ways of submitting work which demonstrates understanding such as posters or videos
  • Class teacher and SENCo available via email throughout week for advice or support
  • EHCP provision remains in place as far as possible whether child is educated on site or remotely
  • EHCP children invited to attend on site provision on an appropriate basis
  • Parents directed to other sources of possibly appropriate resource material such as websites or apps on an individual basis, based on need

 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. We will ensure as a school that regular contact is made with the child. The pastoral team will make welfare phone calls home and information shared with the class teachers. Work pack will be produced for children self-isolating at home and they will be directed to use websites like the Oak National academy and Bitesize. We will encourage self-isolating pupils to stick to their timetable if they are in a fit state and well to do so. We will expect completed work to be uploaded for feedback as per the usual protocol. If any additional support is needed, Learning Support Assistants and the Pupil Premium HLTA will be re-deployed to offer some live zoom lessons to facilitate learning every now and