Remote Education

Remote Education Provision - Information for  Parents and Carers

This information is intended to provide clarity and transparency to pupils 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 pupils are self-isolating, please see the final section of this information. 

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.

What should my child expect from immediate remote education in the first day or two of pupils being sent 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.

Pupils at Darite all have access to Microsoft Teams as a remote learning tool. The learning will transition to this immediately following the closure. Workbooks and paper will be available immediately following the closure and set learning will be available on the Teams channels and the Darite school blog.

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?

At Darite, 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, where practical experiments or group work were planned in class, adaptations will be made for supporting home and individual learning.

Topic-based learning using a key question will still be used, as will the schemes of learning used in school.

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 pupils broadly the following number of hours each day:

(Number of hours – there are minimum expectations for remote provision. Consider breaking this information down by key stage or year group if applicable)

KS1: At least 3 hours daily to include: 1 English, 1 maths and 1 wider curriculum lesson per day. Daily phonics is taught along with videos to support at home. Additional sessions will include reading , spelling and PSHCE lessons.

KS2: At least 4 hours per day. To include. 1 English, 1 maths and 1 wider curriculum lesson per day. In addition there will be one PE or PSHCE lesson per day. Additional learning will include SPAG work and comprehension.

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

Darite Primary Academy uses Microsoft Teams as a remote learning platform. All pupils have access to this system to receive video input from teachers and access set learning. Feedback will also be given through submission of completed learning using the chat function. Verbal feedback will also be given through this medium.

In years 1-6 we use TTRockstars to engage pupils with learning maths tables. All children have a login but please contact the office if this has been forgotten.

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:

To help access any of the schemes below, please contact the office on

• School have limited provision to provide devices to parents and carers to support those who do not have technology at home.
• If you do not have fixed broadband, school can work with you to access devices that will provide this. School can also help you apply for temporary increases in mobile data to help access the learning.
• School are able to provide printed copies of the materials used during the online sessions. Contact the office to request these.
• Completed work can be submitted through emails to or through dropping it back to school. Physical work will be quarantined for 72 hours before opening, as per COVID-19 guidance.

How will my child be taught remotely?

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

For children in KS1 and 2 the primary method of remote education will be through Microsoft Teams. EYFS will have a weekly set of activities based around the EYFS curriculum. They will also have a weekly Teams check in with the teacher using parental emails.

Remote teaching approaches at Darite will mainly consist of live teaching through Teams. Additional methods that will be used include:
• recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
• printed paper packs produced by teachers (e.g. workbooks, worksheets)
• commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
• long-term project work and/or internet research activities that will form part of the live teaching tasks.

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

During periods of remote learning we expect all pupils to engage through Teams daily. If this is a challenge due to equipment, please contact the school.

School will set lesson meetings to attend and login each day at set times. Should pupils not be engaging online, they are expected to cover the learning using the resources on the school website or paper copies from the office.

We expect parents and carers to provide a quiet area in which to work and support through providing routines to support education. Support with the learning should be offered without completing the work for the children. Signposting to support should be encouraged.

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

Staff in school will check engagement on teams for each session. This is through the form of an electronic register and paper corroboration for siblings sharing a device and those children in school.

If engagement is a concern, staff will identify this early and continue to liaise closely with the family to offer support in accessing the learning.

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:

Staff expect work to be submitted through Teams once complete. Feedback will be given using Teams. Detailed feedback will be given weekly in each subject. The next steps from this should be attempted by the children as they would at school.

Additional support for pupils 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 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:

• School work with the SENCO to provide suitable remote education for those with additional needs. Those children with an EHCP or those classified as vulnerable will be offered a place at school.
• The use of videos and recordings will support younger pupils and those with SEND as they will be not be required to read lots of instructions.
• We will liaise closely with families of pupils with SEND to ensure that the learning set is appropriate for the pupils to complete with a degree of independence.
• We will adjust learning to ensure that it can be captured in a variety of ways to suit the pupil’s individual need e.g. pupils can submit their work via the spoken rather than the written word.

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.

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

In the event of a child not being in school due to self-isolation, staff will teach the lessons through teams in school, inviting the isolating pupil to attend. This way, equality of opportunity is maintained and opportunities for feedback and progress are identical to those children in school.


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