Remote Learning

Policy details

• Date created - January 2026
• Date reviewed - January 2026
• Next review date - January 2029
• Policy owner - C Robinson

Aims

This remote learning policy for staff aims to:

• Follow non-statutory guidance from the Department for Education on providing remote education in cases where it is not possible, or contrary to government guidance, for some or all pupils to attend school
• Ensure consistency in the approach to remote learning for pupils who aren’t in school
• Set out expectations for all members of the school community with regards to remote learning

Use of remote learning

All pupils should attend school, in line with our attendance policy. Remote education is not viewed as an equal alternative to attendance in school.

Pupils receiving remote education will be marked absent in line with the Pupil Registration Regulations.

We will consider providing remote education to pupils in circumstances where it might not be possible for pupils to receive in person education. These circumstances fit into two broad categories:

• school closures or restrictions on attendance, where school access for pupils is restricted
• individual cases where a pupil is unable to attend school but is able to learn

The school will consider providing pupils with remote education on a case-by-case basis.

Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending our academy or if appropriate and possible, attending a safe alternative site.

After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when we, or the local authority, decide it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive.

There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include pupils:

• recovering from short- term infectious illnesses
• preparing for or recovering from some operations
• recovering from injuries where attendance might inhibit recovery

In the limited circumstances when remote learning is used, we will:

• Gain mutual agreement of remote education by the school, parents/carers, pupils, and if appropriate, a relevant medical professional. If the pupil has an education, health and care (EHC) plan or social worker, the local authority (LA) will also be involved in the decision
• Put formal arrangements in place to regularly review it and identify how to reintegrate the pupil back into school
• Identify what other support and flexibilities can be put in place to help reintegrate the pupil back into school at the earliest opportunity
• Set a time limit with an aim that the pupil returns to in-person education with appropriate support

Remote education will not be used as a justification for sending pupils home due to misbehaviour. This would count as a suspension, even if the pupil is asked to access online education while suspended.

Roles and responsibilities

Teachers

• Setting work:

• Work will be uploaded to electronic platforms, including, where applicable, social media,as soon as reasonably practicable.
• High quality lessons developed by external providers such as Oak National Academy may be provided instead of school led video content.
• Teachers will ensure work is appropriately differentiated for all pupils particularly SEND, EAL, PP pupils and children who need to ‘catch up’.
• For pupils who do not have access to ICT devices, paper-based learning resources will be provided. This will also be differentiated. Electronic devices may be loaned to children, if they are available.
• Teachers will ensure remote education is in line with curriculum expectations by:

• Ensuring children access high quality online and offline resources
• Ensuring the curriculum is sequenced, progressive and links to the year group objectives as well as being broad and ambitious.

• Providing feedback on work:

• Teachers will provide electronic feedback on children’s work submitted in a timely manner.
• Teachers will actively chase pupils who are not completing their work.

• Keeping in touch with pupils who aren’t in school and their parents/carers:

• Teachers should communicate with children in their class and their parents/carers using Class Dojo. This communication will be focussed on setting work and providing feedback.
• Teachers will actively chase pupils who are not completing their work.
• All staff follow our Academy’s Class Dojo guidance and only respond to parents/carers between 8.30am – 4.00pm.
• Complaints should be dealt with following usual procedures.
• Any safeguarding, behaviour, parental concerns will be logged on CPOMS/Arbor by staff.

Teaching assistants

When assisting with remote learning, teaching assistants are responsible for:

• Supporting teachers to:

• Set work for pupils and provide feedback
• Keep in touch with pupils who aren’t in school and their parents/carers
• Delivering online interventions where appropriate

• Attending virtual meetings with staff, parents/carers and pupils:

• Staff will ensure they are in a quiet location, with nothing inappropriate in the background.

Office staff

To support remote learning. Office staff will:

• Be familiar with all remote learning platforms to ensure they can offer support to staff, parents/carers and pupils when required
• Check the office platforms of communication regularly and respond to all messages received in a timely manner

Subject leads

Alongside their teaching responsibilities, subject leads are responsible for:

• Considering whether any aspects of the subject curriculum needs to change to accommodate remote learning
• Working with teachers teaching their subject remotely to make sure all work set is appropriate, progressive and consistent
• Working with other subject leads and senior leaders to make sure work set remotely across all subjects is appropriate and consistent
• Monitoring the remote work set by teachers in their subject – this could be done through regular meetings with teachers or by reviewing work set
• Alerting teachers to resources they can use to teach their subject remotely

Senior leaders

Senior leaders are responsible for:

• Co-ordinating the remote learning approach across the school, in line with guidance
• Monitoring the effectiveness of remote learning
• Monitoring the security of remote learning systems, including data protection and safeguarding considerations

Designated safeguarding lead

The DSL is responsible for:

• Keeping in touch with and supporting vulnerable families
• Ensuring all safeguarding duties are fulfilled, reporting any concerns following processes outlined in the Academy’s Child Protection Policy
• Ensuring pupils who are eligible for free school meals receive their entitlement, regardless of remote learning, either via food parcels or food vouchers.
• Ensure remote education follows the guidance set out in ‘safeguarding and remote education’

Safeguarding

It is the duty of all staff to report any safeguarding concerns following processes outlined in the Academy’s Safeguarding Policy.

Monitoring arrangements

This policy will be reviewed every three years by the Academy’s Teaching, Learning and Assessment Lead. At every review, it will be approved by the Headteacher.

Links with other policies

This policy is linked to our:

• Behaviour policy
• Safeguarding policy
• Data protection policy and privacy notices
• Home-school agreement

• Online safety policy