Remote Learning Information
Purpose
We aim to ensure pupils can continue learning when they cannot attend school in person (e.g. closures, restrictions, illness). Our remote provision follows DfE guidance and is designed to minimise disruption, keep pupils engaged, and safeguard their wellbeing.
Lead Responsibility
The Principal is responsible for overseeing delivery of remote education.
Roles
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Teachers – plan lessons, set work, provide feedback, and maintain regular contact.
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Support staff – provide targeted support and small-group activities.
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IT team – manage Google Classroom, access, and troubleshooting.
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Parents/carers & pupils – engage with lessons, submit work, and communicate any issues.
Curriculum and Delivery
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We provide a broad, ambitious curriculum online, using Microsoft Teams as our main platform.
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Lessons may include recorded inputs, live sessions, external resources (e.g. Oak Academy), independent work, and guided practice.
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Pupils submit work online; teachers assess and give feedback.
Interaction and Feedback
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Regular check-ins, Q&A sessions, or group discussions maintain connection.
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Feedback is timely (written, verbal, or recorded).
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Extra help is available through small-group or 1:1 support.
Support for Additional Needs
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Adjustments are made for pupils with SEND (e.g. differentiated tasks, scaffolds).
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EHCP requirements are met in consultation with families and the local authority.
Access and Inclusion
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Devices and connectivity support are provided where needed.
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Paper-based resources are available for pupils without online access.
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Tasks are adapted for different ages and home circumstances.
Safeguarding
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Online learning uses secure, school-approved platforms.
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Staff, pupils, and parents are supported with online safety guidance.
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Engagement and wellbeing are monitored daily, with concerns escalated.
Communication
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Parents and pupils can contact staff by email, phone, or platform messages.
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Provision is reviewed regularly with feedback from pupils, families, and staff.
Additional Support
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Pupils entitled to Free School Meals will continue to receive vouchers during remote learning.
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Work will be set and marked for pupils learning at home during suspensions or exclusions.
Review
The remote learning strategy is reviewed yearly and updated in line with best practice and government guidance.
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Children settle into school quickly.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils say they feel safe in school.”
“There are respectful relationships between adults and pupils.”
“Adults help pupils who fall behind.”
“Pupils enjoy attending school.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Curriculum plans are well sequenced.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“The early years environment is inviting and well organised.”
“Teachers check what pupils have learned and remembered each term.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“There is a strong team culture within the school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Staff encourage
pupils to be independent from an early age.”
“Subject leaders are knowledgeable about their subjects.”
“There are a wide range of school clubs.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Teachers who are new to the school welcome the support they receive.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Pupils recommend the school to their friends.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils enjoy learning about a wide range of subjects.”
“Children start to learn to read as soon as they enter the school.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Pupils say that behaviour is good.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Pupils support each other well when they are completing their work.”
“Staff are well trained in teaching children to read.”
“Pupils learn how to keep safe when using the internet.”