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Northborough Primary School

Remote learning & Covid 19

Remote learning lead Governor: Sean Rowcliffe (

Remote education provision: Information for parents Q&A

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.

Further detail can be seen in our remote learning protocol attached at the bottom of this page.

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.

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

In the event of an immediate closure of the school due to lock down, the following will be made immediately available:

  • Stationary packs including paper, pens and pencils.
  • Power maths book for Years 3 to 6.
  • Access to online learning platforms : Tapestry and Class Dojo.

Q, 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 it is possible and appropriate.

Q, 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:

EYFS = Up to 3 hours

Year 1 & 2 = 3 hours

Key Stage 2 = 4 hours

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

EYFS – Tapestry for assessment

EYFS – Class Dojo for uploading work and notifications

Years 1 to 6 – Class Dojo for setting work and assessment

Zoom sessions – for online teaching and feedback, conferencing, story time, assemblies and guided group work (reading)

Q, 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 take the following approaches to support those pupils to access remote education:

  • We are able to issue or lend a small number of laptops to pupils, and where parents or carers can find more information
  • Laptops will be loaned out through our ICT and acceptable use policy Appendix 6. More information can be found in this policy on our website or speak with a member of the school office.
  • Printed materials are available on request contacting the class teacher via Class Dojo. The collection point for any resources is at the school office.
  • If pupils do not have online access they can submit work to their class teachers leaving packs with first name only and year group at the front office.

Q, How will my child be taught remotely?

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

As part of this list, schools may wish to indicate the extent to which they are used, and subjects and key stages these approaches are used in, if there are differences.

Some examples of remote teaching approaches:

  • live teaching through zoom (e.g. daily review sessions, conferencing, story time, reading and assemblies)
  • recorded teaching (e.g. Oak National Academy lessons, White Rose maths video/audio recordings made by teachers)
  • printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • work packs, textbooks and reading books
  • commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequence, e.g. Literacy Shed

long-term project work and/or Internet research activities supporting activities on topic webs

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

  • The expectation is for pupils’ to engage daily with remote education
  • The expectations of parental support, is to set routines to support your child’s education, ensure access to online provision and technology, preparing work with your child set by class teachers ready for the day.

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

  •  We will check in daily with pupils working from home via Class Dojo. Work will be monitored daily on pupils’ portfolios and tapestry.
  • If the school has any engagement concerns, the class teacher will make contact ‘safe and well check’ with the family to offer support and encouragement to access remote learning.
  • If a pupil is continuing to not engage, then a member of SLT will carry out a ‘safe and well’ check-in, reviewing outcomes and support the family.

Q, 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 pupil work is as follows:

  • Work will be approved and feedback given daily via Class Dojo and tapestry.

Q, 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 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:

  • 1:1 TA’s will provide remote educational support for pupils with SEND. The HLTA will also support with remote targeted interventions according to pupil passports

Q, If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

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.

  • Individual pupils self-isolating are taught a planned and well-sequenced curriculum with meaningful and ambitious work each day in a number of different subjects, including providing feedback as stated above.
  • If shielding for medical reasons, additional support will be requested and referred onto the Local Authority.

Important information attached below:

  • SCHOOLS RISK ASSESSMENT - Updated January 2021 
  • Remote learning protocol - updated January 2021
  • Zoom instruction - How to join a meeting 
  • Zoom sessions - terms of use - Updated 27th January 2021
  • Other agencies risk assessments
  • Key worker provision 
  • Covid-19 absence reporting guide for parents
  • Test and Trace communication
  • YDP sports provision risk assessment