Remote Learning Policy

This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual students are self-isolating, please see the final section of this page.


Key resources:

Google Classroom –

Home Learning guide for parents and carers –


The remote curriculum: what is taught to students at home?

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

A student’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.

Students will all be assigned to their individual Google Classrooms – one for each subject and class. In these classrooms there will be slideshows and resources which mirror learning in the academy, and schemes of work followed by each subject. Students will be expected to complete work or tasks set by their teachers.

Will my child be taught 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, in practical subjects such as catering, photography, PE and art we have had to adapt the curriculum due to students not having access to specialist equipment or facilities.


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 students the following number of hours each day:

Secondary school-aged students not working towards formal qualifications this year Five hours per day of structured lessons (lesson one – two hours, lesson two – one hour, lesson three – two hours). This replicates the normal school day.
Secondary school-aged students working towards formal qualifications this year Five hours per day of structured lessons (lesson one – two hours, lesson two – one hour, lesson three – two hours). This replicates the normal school day.


Accessing remote education

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

All lessons will be posted on students’ individual Google Classrooms.

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 students may not have suitable online access at home. We take the following approaches to support those students to access remote education:

  • If your child does not have access to an electronic device at home, you need to contact their LPSO (Learning & Pastoral Support Officer). A school device will be organised for you to come and collect, which will need signing for at reception. It will be your responsibility to ensure the device is kept safe and looked after.
  • If you don’t have access to the internet, we can also support with this – again contact the relevant LPSO to arrange collection of a school dongle.
  • If an emergency situation arises where a device fails, we do have a stock of revision guides/student workbooks available for collection.
  • As a parent or carer, if you have any issues/concerns please contact in the first instance your child’s LPSO:

Year 7

Year 8

Year 9

Year 10

Year 11


How will my child be taught remotely?

As an academy, we are using the following approaches to support your child’s education remotely:

  • Recorded teaching using videos created by staff to give guidance to students.
  • Narrated slideshows with clear instructions for tasks set.
  • Structured Google Docs worksheets that students can type straight into, complete and hand in via Google Classroom.
  • Subject-specific resources including: Hegarty Maths, Educake quizzes in Science and English, Seneca in PE and Technology.
  • Some live teaching is being trialled – starting with Year 11.
  • Oak National Academy resources and/or recorded lessons across a range of subjects.
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences.
  • A range of revision resources (easy guides, vocabulary lists, writing frames, topic checklists, links to online revision sites) have been made available to students on their Google Classrooms.


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?

  • Students should be following their normal weekly timetable on Google Classroom – studying the lessons they would have each day in the academy; building in a break and a lunch slot for them to take time away from the screen.
  • In partnership with teachers, we ask parents and carers to encourage students to continue to work from home by monitoring the time they spend each day on Google Classroom.
  • Parents and carers can support their child’s learning by: talking to them about the work they have been set each day; helping them if they have any questions you can answer, or advising them to email or send a message via Google Classroom to their teacher; checking they have submitted their work each day; praise their efforts and celebrate successes, for example where they are awarded Class Charts points or sent a positive engagement text.

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

  • Parents and carers will receive two texts at different points in the week, depending on the year group your child is in. This text will update you on your child’s engagement in remote learning. These texts are generated from a student tracker that all subject teachers complete each day for their subject.
  • If you receive a text that concerns you, or you would like more information, please contact the relevant LPSO via the email addresses above.
  • Make sure you pass on our praise when engagement texts contain a positive message, and help support us by ensuring your child does more work remotely when texts indicate not enough work is being completed or submitted.

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 student work is as follows:

  • Students will receive acknowledgement comments from their subject teacher when they submit work on the Google Classroom. In addition to this, they will receive a PATR comment for key pieces of work (Praise, Assessment, Target and a question that requires a Response) in line with each subject’s marking policy.
  • There are also a range of other online platforms we are using which self-mark and address misconceptions, such as Hegarty Maths, Educake and Seneca. Teachers will be monitoring these and commenting on scores obtained.


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

  • At the start of each lesson on Google Classroom, any student with a SEND passport will be sent an  email (to their school email address). They should respond confirming whether they understand the work set or not.
  • If further explanation or support is required, they will be instructed to ask their class teacher for clarification of the task in the first instance.
  • If, after they have received this advice, they need further guidance, they should email the assigned Teaching Assistant (TA) for their year group (see below) and request additional support. A member of the SEND team will call your child offering over the phone support (the call will be made to the main contact number we have on our school system). Please note that as staff are working from home these calls will show up as a withheld number.
  • If, after they have received this telephone support, they still don’t understand, the TA will liaise with the class teacher who will then look at how the work can be further differentiated to enable all students to access remote learning and feel confident about the tasks set.

Students who are normally full time in the Student Support Centre will be accommodated in their own SSC Google Classroom. Mrs Marshall-Sellars is responsible for this provision.

Each year group has been allocated a Teaching Assistant:

Year 7 – 

Year 8 – 

Year 9 – 

Year 10 – 

Year 11 – 


Remote education for self-isolating students

Where individual students need to self-isolate but the majority of their peer group remains in school, the way in which remote education is provided will likely differ from the approach outlined above. This is due to the challenges of teaching students both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ? 

When students are self-isolating, whilst face-to-face teaching continues in the academy, remote provision will also continue and students will be expected to follow their daily timetable. Lessons will mirror the lessons taught in school and follow the same planned curriculum. There will be a range of resources in the Google Classrooms, including: narrated slideshows, videos, interactive quizzes and teacher recorded explanations where appropriate. However, your child’s subject teacher will not be available as they will be teaching the rest of the class in the academy. Where this occurs, we will ensure a member of staff is on hand to respond to queries, check engagement and support where they can – passing on anything they can’t answer to the subject teacher to respond to, when they are able.