Remote Education Provision: information for parents
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 page.
The remote curriculum: what is taught to pupils at 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.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
As soon as you let us know that you child needs to self isolate (or we go into a lockdown) and is well enough to do school tasks, we will arrange for an adult to engage with them remotely. They will have tasks available on their Google Classroom and our staff member will be on hand to offer support when needed.
In the case of a Year group or whole school lockdown, class teachers will be teaching. In the case of self-isolation of individuals, interaction will mainly be with teaching assistants.
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?
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, your child will not be able to participate in PE, Art, Cookery or other Design and Technology lessons, or Music in the same way as they would if they were in school.
This is for reasons that have to do with access to resources and materials where current restrictions make it impossible, or inadvisable to provide these. We have included websites that parents can access and your children will be doing activities across the curriculum based on these websites and apps.
Our remote learning consists of daily reading, writing and maths lessons taught by our staff. There are additional optional or directed tasks across the other subjects in the National Curriculum/ Areas of Learning in Development Matters in the EYFS.
Parents should not message the teachers directly, using their child’s account. If parents would like to ask the teacher a question/ needs to communicate something, they must do so via the admin office, either by phone or by email. This is to protect the work/ life balance of the teachers. Here is the admin email: firstname.lastname@example.org .
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:
The Department for Education has set minimum expectations for remote provision. Primary school-aged pupils are expected to engage with remote learning for approximately 3 hours per day. In Stepney Park Primary School, we expect the following:
Learning opportunities are shared with parents daily through Tapestry. It is parents’ decision how much time to spend learning with your child each day. We would recommend a few short sessions - around an hour in total.
2 hours (or more depending on parental involvement)
Years 1 and 2
Years 3 and 4
3 hours or more
Years 5 and 6
4 hours approximately
Our timetables for each year group are here.
Accessing remote education
How will my child access any online remote education you are providing?
We are using Google Classroom which our pupils access using Chromebooks that the school has provided (Years 1-6) . To find a copy of the agreement you signed, click here.
Reception children will be using iPads that the school has provided and engaging through Tapestry.
When they open their device, their learning platform is immediately accessible - if there are any issues with this we ask that parents contact the school. We have done lots of training with parents and will support you to access your child’s learning
We ensure that all our pupils have internet access at home and support them to obtain WiFi where this is necessary
If my child does not have digital or online access at home, how will you support them to access remote education?
We have provided a Chromebook or iPad for each of our pupils. Some children, who have special educational needs, have been given other resources to support their remote learning.
If any family does not have suitable WiFi, we ask that they get in touch so that we can support their internet access.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
live teaching (timetabled daily online lessons on Google MEET with a teacher, or a member of support staff) - this teaching is focussed on reading writing and maths, because our pupils are behind where they should be in their basic skills. They have at least 3 sessions daily taught like this. They may have “follow up” teaching in an extra MEET session with an adult if they need extra help.
recorded teaching (e.g. White Rose Maths videos or teaching videos made by teachers). These videos are used to reinforce the teaching done by adults. They are useful for parents to see how the teaching is done, especially in Maths as calculations may not be done the same way as they were taught when in school.
Apps/ websites are used for or daily independent practice i.e Bug Club for daily reading, Sumdog for Maths, Times Tables Rockstars for years 3-6, Busy Things for Years 1 and 2 and EYFS. These are used when children are not in a live lesson. This gives families the flexibility to manage their child’s day. These apps and websites may also be used for “homework” at the end of a school day, although this needs to be monitored by parents so that children’s screen time is kept to safe levels.
some project work, short tasks and/or internet research activities are set in foundation subjects
Early Years Foundation Stage
Remote Learning provision specifically for our Base Milestone pupils
Our framework is aligned in principle with that in place in Years 1-6, we recognise that our youngest pupils need different provision due to their age and stage of development.
Early Years provision differs from Years 1-6 provision in the following ways:
- All children in Reception have been given an iPad.
- IPads have been set up for families with main learning platforms we use e.g.Google MEETS, Bug Club all set up and logged in for them to support families with technical aspects.
- Some Nursery children have also been allocated an iPad to support their home learning
Early Years Platform: Tapestry - as well as Google Classroom eg for MEETs
- Tapestry - a main platform for Nursery and Reception remote learning.
- Reception - home learning is uploaded daily with a recommended schedule for the day. Literacy, Maths, Phonics, Reading tasks set each day. Tasks in other areas of learning - PSED, CL, PD, UW, EAD are also set on a ‘home learning sheet’ or grid weekly. These are linked to the main learning.
- Staff (teachers and support staff) upload videos onto Tapestry daily to enhance and reinforce learning e.g. modelling main activities of the day (Literacy, Maths) as well as other activities on ‘home learning sheet’ e.g. a physical development activity.
- Children’s work is uploaded by parents on Tapestry.
- Nursery - a home learning sheet is uploaded weekly with activities in prime areas as well as other areas of learning.
- Children’s work is uploaded by parents on Tapestry. Staff (teachers and support staff) upload videos onto Tapestry daily to enhance and reinforce learning e.g. modelling story retelling.
- Google MEETS - Reception have daily Google MEETs with the whole class twice a day 10am and 2.30pm. 10am session is focussed on Literacy (teaching and modelling literacy task for the day), 2.30pm session is focussed on Maths (teaching and modelling maths task for the day).
Resources used including Apps/ concrete resources sent home
- Reception have been sent home a green book and are using these to record their literacy and maths work.
- Reception have been sent home other resources to facilitate their learning at home such as scissors, paper and a pencil.
- Some children in Nursery have been made packs to use to facilitate their learning at home.
Early Years Apps
- Pearsons Bug Club (guided reading books set, phonics activities)
- Education City (phonics activities set to groups of children, maths activities)
- DFE Phonics videos
- Purple Mash
- Letter and number formation app
- Busy Things
- Get Creative - CBeebies
- Doodle buddy
- Nursery Rhyme app
- Kids Love Puzzle
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?
- Your child should be up dressed and ready to learn.
- They should have had breakfast and some exercise by then ( Joe Wicks on Monday Weds Friday at 9am or school DD Mix .) This will really help with learning and focus.
- They should not be wearing pyjamas.
- Their background should be blurred or an image chosen especially if they are in their bedroom.
- They need to join all MEETs to which they have been invited.
- They should do the other tasks that are on their timetable.
- Our teachers and support staff will talk your child through what they need to do and support them to do it.
- If you can, please give your child some help at home that will help their learning. Younger children sometimes need more help than the older ones. However it is good if you do not complete your child’s tasks for them as it will not help them to learn.
On a more general note- regular routines at home help children to learn and develop well. Some examples that should be in place to help your child/ren include:
- Regular bedtimes to make sure they get enough sleep- young children need between 10 and 12 hours sleep in order for their brains and bodies to develop properly.
- Make sure your child has regular breaks away from screens during the school day.
- Mealtimes should follow the routine of the school day on weekdays.
- As they are using them to learn during the day, children should switch off their Chromebooks in the evening and do other things.
- Encourage your child to share worries or concerns with you
Please communicate with your child’s class teacher if there are any issues with your child’s learning. They will be able to give you support and advice.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
We expect children to be learning every day and to attend all their MEETs as well as engage in the other learning activities in their timetable. If your child is ill, please call the office in the morning and let us know.
If your child does not attend registration in the morning and the afternoon, we will call you to find out why he/she is not in the remote school.
Your child’s class teacher checks that your child is completing tasks that we have set, and whether the tasks they hand in are good quality and finished to the best of their ability. They can also check what your child is reading on Bug Club and see their responses to questions. They check in the Maths apps to make sure your child is engaging every day.
Your child is expected to attend every day and if attendance is a concern and does not improve after our calls, we need to inform the Attendance and Welfare Officer at Tower Hamlets, who may do a home visit to find out why your child is not doing their learning.
Where engagement in learning is a concern, we will call you to try to find out from you what might help your child to engage and will work with you to increase their engagement. If a child is consistently not engaging with the learning we have set, and parents are not proactively working with the school staff to change this, we may need to inform the Tower Hamlets Attendance and Welfare Officer.
If attempts to contact a family are unsuccessful, SLT will presume that child is 'missing in education' and follow the usual attendance procedures.
How will you assess my child’s work and progress?
“In lesson” assessment
- Understanding is assessed during lessons using “cold calling” randomised or targeted questioning. This way teachers can make sure that pupils understand instructions, have followed the content of any presentation, made sense of key concepts, ideas, procedures or vocabulary.
- Asking children to hold books up to camera so that the teacher can see what they have done
- We use Jamboard as a way of checking responses
- We use Google Forms tasks as a way of checking children’s level of understanding
Monitoring pupil learning over time
- Google Forms responses are checked so that teachers can plan new learning in accordance with information about what their pupils know and can do. This information will show gaps and misconceptions of individuals. Children are given electronic feedback on their next steps through the Google Form.
- We check reading/ writing/ maths journals and other photographed outcomes eg Maths problems worked out
- We check children’s use of the key Apps and analyse what this use shows and what they need to do next
We use a “Responsive Teaching” model based on pupil responses to daily lessons which are used to adapt the next lesson. In weekly planning, adjustments are made in response to teachers’ analysis of their pupils’ responses to previous lessons.
Feedback to children
We understand “feedback” to be any communication from a school staff member to a pupil with the purpose of adding to their knowledge or improving their understanding.
We aim for pupils to get feedback of some kind at least weekly - usually more often- on their learning in reading, writing and maths.
- Feedback can be given “in the moment” and shared with groups and individuals in lessons
- Comments can be added to slides in children’s Learning Journals
- Teachers might create follow-up small group/ individual Meets that day/ the following day to address the needs of particular children
- 1:1 conferencing MEETs using pupil books is used where appropriate to give feedback
- Feedback can be given to individuals or groups through Google Forms
- Peer feedback may be useful and encourage collaboration
Teachers may need to refer pupils to their feedback again and again until the learning behaviour has changed. When the learning improves as a result of focussed (and repeated if necessary) feedback, the teacher should ensure that pupils know they have noticed.
We give digital “Well Done” cards to children for good learning behaviours, effort or achievement.
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:
Remote Learning provision for children with SEND
Although we have provided places in school for our children with identified SEND, some of them are learning remotely. Teachers plan for their pupils with special needs in consultation with the SENCos and Speech and Language Therapy. They also have input and advice from external professionals e.g. Educational Psychologist, Phoenix Outreach, Stephen Hawkings Outreach.
We recognise that some children need different provision when working remotely as they learn in different ways or at a different rate to the majority of the children in their year group. We cater for their needs in the following ways:
Adjustments to whole class provision
- Differentiated tasks
- Differentiated input through small grouping
- Differentiated resources
- Differentiated activities
- Visual supports
Grouping children across a year group for teaching
Grouping children across a year group where appropriate, allowing small group sessions to take place which are tailored to children’s needs
Children will still take part in whole class teaching with classmates where appropriate to ensure inclusion
Adult support for learning- synchronous teaching (live) MEETs - in a small group or 1:1
- May be in addition to whole class input or instead of dependent on teacher judgement
- Go back over materials at a slow pace to ensure understanding
- Provide an opportunity for children to ask questions
- Allow feedback to children to reassure them they are on the right track and to pick up on misconceptions allowing more productive independent learning
- Allow explanation of differentiated tasks and materials where appropriate
- Allow work to continue on specific targets where appropriate
- These are often with TAs who know the children well but will also be with teachers where possible to ensure high quality teaching input
Adult support for learning- asynchronous teaching- videos to explain teaching points - especially Maths
Short modelled examples which children can return to to support their independent learning
Specific Groups and their provision
Forest Class (Preverbal Autistic Children whose needs are usually met within a small group provision)
Children at home receiving calls daily to register and set activities (logged on cpoms)
Children at home have a pack of resources tailored to their individual interests and needs. These resources include sensory materials for parents to use at home to meet the significant sensory needs of these children. These needs must be met to help them to regulate and engage.
Children at home have ipads which contain specific apps. These can be used as motivators to encourage engagement in key task and also provide activities to meet the specific areas which children are developing
Speech and Language Therapy
- SaLT groups being run over Meet
- SaLT liaising with YGL re timetabling to minimise clashes and overloading
- SaLT TAs plus specific SEN Tas running groups over seen by SaLT
- SaLT running training for therapy delivery over Meet best practice. (Targetted to TAs delivering)
- Sessions are short and highly tailored to children’s needs
- Some parental teletherapy being offered based on parental capacity and engagement to ensure maximum impact
- Play Therapist contacts parents on caseload contact decided in collaboration with child and parent and discussed with SENCo.
- Play Therapist using Google Meet protocol or phone conversations.
Social and Emotional Learning
- Opportunities for collaboration with others
- PSHE discussion time with class
Apps for SEND pupils
Pupils who cannot access Google Classroom are given iPads and a selection of apps are installed to cater to their needs and preferences.
Communicating with parents of SEND pupils
Communication with parents and families is key to good SEND provision and in remote learning good communication is even more necessary.
Parents are included in all MEETs so this gives opportunities for TAs, teachers and parents to get to know one another which helps with communication. The SEND team respond to requests from parents and work to meet their needs and the needs of their children. Our usual practice is being continued where possible eg annual reviews are being conducted over MEET.
Engagement of our SEND pupils is a focus and priority. When we are tracking engagement the SENCos check and, through the Pastoral care Team, intervene with any SEN children who are not engaging and attempt to solve issues on a family by family basis. Daily calls are made to support parents to those of our neediest children who are at home as they have not taken up an offer of a place in school.
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?
As soon as you let us know that you child needs to self isolate and is well enough to do school tasks, we will arrange for an adult to engage with them remotely. The adult will say who they are and offer support and feedback through Google Hangouts or MEET.
Your child will have tasks available on their Google Classroom and our staff member will be on hand to offer support when needed.
The tasks will be based on the Stepney park Curriculum and our teachers planning. They will be the same or similar to the learning tasks of the pupils who are in school.
Your child will have tasks set that cover a variety of curriculum areas.
Your child will have
The timetable of the day will be different as our staff will also be working with children who are in school. They will contact your child through Google Hangouts and MEET and support them with their learning as needed and feed back to them about their learning.
In the case of a Year group lockdown with all children self isolating, class teachers will be teaching as well as support staff. The timetable will be similar/ the same as the current one for their year group, with whole class MEETs spaced through the day.
In the case of self-isolation of individuals, interaction will mainly be with teaching assistants although teachers will set and mark the learning tasks.