Remote Education: Information for Parents and Carers

Last reviewed: January 2026
Applies to: Pupils of compulsory school age (Reception–Year 6)

1) When we will provide remote education

Remote education is used only as a last resort when pupils cannot attend school in person but are well enough to learn, for example:

• Full or partial school closure (e.g., due to public health advice, severe weather, or site issues)
• Individual pupil absence where attendance is not possible (e.g., short‑term medical circumstances) but the pupil can study at home

Our priority remains attendance in school wherever possible, as this best supports learning and wellbeing. Remote education helps pupils stay on track only when attendance is not possible.

2) How we will start remote learning

• On the first day of closure or confirmed remote provision, learning for each class will be posted on Class Dojo by 9:30am.
• Parents will receive a Class Dojo notification; paper packs may be available (weather dependent) on request where digital access is limited.

3) What remote learning will look like

Curriculum and approach

Remote education will reflect our planned broad and balanced curriculum across core and foundation subjects. We use a mix of:

• Teacher‑designed tasks posted on Class Dojo (daily)
• High‑quality, sequenced video lessons and activities from:
  • Oak National Academy (subject‑specific, sequenced lessons)
  • BBC Bitesize (explanations, practice, and review)
  • Times Table Rock Stars (fluency practice in maths)
  • Twinkl (worksheets, guided practice, and scaffolds)
• Independent tasks that can be completed offline (e.g., reading, writing, practical science, PE challenges)

Live lessons may be used where appropriate; however, we focus on clarity of instructions, manageable routines, and high‑quality resources to keep learning inclusive and flexible for families.

Daily learning time (guide)

• Key Stage 2 (Years 3–6): ~4 hours per day on average
  
  These timings align with DfE expectations for meaningful, age‑appropriate remote learning.

4) How to access remote learning

Platforms

• Class Dojo is our communication and assignment platform (daily overview, instructions, file uploads, links).
• Linked resources may include Oak National Academy, BBC Bitesize, Times Table Rock Stars, and Twinkl.

Logins & help

• Pupil logins for TTRS (and any other relevant services) are shared via Class Dojo.
• If you need help with logins or navigating platforms, please contact the school office or message your class teacher on Class Dojo.

5) Support for pupils who do not have online access

To ensure every child can participate:

• Device support: For long term closures (e.g. greater than a day) we can loan devices where available—please contact the school office.
• Connectivity: We will discuss options to support internet access where possible.
• Paper packs: On request and weather dependent, we provide printed materials (and exercise books) mirroring the online curriculum.
• Submission: Work can be photographed and sent via Class Dojo or returned to school for marking.

Providing non‑digital alternatives is part of best practice to maintain inclusion and accessibility.

6) Feedback, assessment, and engagement

• Work uploaded to Class Dojo will be checked by teachers who will provide feedback regularly on core learning (e.g., acknowledgement, next steps, or targeted comments).
• We will follow up with families where engagement is low to remove barriers and offer support.
• Assessment information from remote work is used to adjust teaching and plan next steps.

This aligns with DfE guidance on meaningful learning, monitoring, and feedback.

7) Support for pupils with SEND

• Work is adapted to meet individual needs (e.g., scaffolded tasks, chunked instructions, alternative recording methods).
• Where appropriate, we offer personalised support, including differentiated resources, visual supports, or additional contact.
• We will continue to work with families and external agencies as required to meet the provision set out in pupils’ plans.

The DfE expects schools to ensure inclusion and accessibility in remote education.

8) Safeguarding and online safety

• All remote learning follows our Safeguarding and Online Safety policies.
• We remind parents to supervise access to devices/content and to report any concerns to the school’s Designated Safeguarding Lead.

DfE guidance emphasises safeguarding and safe delivery when using digital platforms.

9) Wellbeing and workload

• We design tasks to be manageable for families and appropriate for age and stage.
• Routines include movement breaks, reading, and practical activities to reduce screen time.
• Please contact us if the workload feels unmanageable—we can adjust expectations.

This reflects DfE principles that remote education should be ambitious yet flexible and not create unreasonable burdens.

10) Communication

• Daily instructions posted on Class Dojo by 9:30am when remote education is in place
• Parents can message teachers via Class Dojo (during school hours) or contact the school office by phone/email.
• Urgent safeguarding concerns should be directed to the school office/DSL immediately through contacting the school office or via Class Dojo,

11) Review and improvement

We review our remote education approach at least annually and after any period of significant use, seeking feedback from pupils, parents, and staff.

Quick reference for families

• Where? Class Dojo (daily overview, assignments, links)
• When? By 9:30am on the first day of remote provision
• How long? KKS2 ~4 hours (average)
• Need help? Contact the school office or message your class teacher
• No device? Ask for a loaned device or paper pack (for closures greater than a day)