Remote Learning

Information about remote education at Tudor Grange  Primary Academy –  Yew Tree

This information shared is to support understanding of what pupils, parents and carers should expect during school closure or pupil isolation relating to coronavirus (COVID-19).

What should my child expect from immediate remote education on the first day of learning remotely?

On the first day of being educated remotely children will be signposted to their relevant year group’s ‘Core Learning Links’ summary. These links are published on our website half termly and are carefully planned to support core learning key skills. Where relevant, children will be sent home with linked learning materials and any equipment needed to support home learning.


We teach the same curriculum remotely as we do in school wherever possible and appropriate. Our remote curriculum is carefully sequenced and learning goals are explicit.

Our priority focus is ensuring the most important knowledge and concepts of the subject are taught and understood well.

We make some adaptions in some subjects where home learners do not have access to specific resources or larger spaces, for example in Physical Education and Music.

Remote Learning Overview

Remote teaching and study time each day

Our remote learning delivery includes remote live teaching and directed independent work. The plan for delivery for each year group is published weekly on your child’s class page of the school website. The plan clearly shows scheduled live teaching session times and linked independent tasks. Resources for the week are included with the plan.

We expect that remote education will take the pupils broadly this number of hours each day:

EYFS 1 (Nursery) 2 hours

EYFS 2 (Reception) 3 hours

KS1 3 hours

KS2 4 hours

All children are signposted and supported to complete at least 30 minutes physical activity daily.

Accessing remote education

We deliver live learning sessions through Microsoft TEAMS. Children can share their learning through the office email account, by uploading work onto the TEAMS Files or submitting completed tasks through Purple Mash.

For children who do not have suitable online access at home we endeavour to support their access with loan of devices where possible. If parents or carers do not have sufficient access to the internet we will endeavour to lend devices that enable an internet connection, for example routers or dongles. Parents and carers can find out more information about this by emailing school at this address

Where pupils cannot access printed materials due to lack of online access we provide weekly resource packs linked to the planning. A member of the teaching team calls the child at least twice weekly to offer task coaching and general support.

Children who cannot submit work due to lack of online access should deliver their work to school via a quarantine drop box every Friday. Feedback via telephone will be given the following Tuesday.

How we teach children remotely

We use a combination of approaches to teach children remotely.

  • Live online teaching via Microsoft TEAMS
  • Recorded teaching (Oak National Academy and PowerPoint recordings made by teachers)
  • Directed tasks
  • Printed resource packs
  • Reading books pupils have at home and access to online reading resources (Bug Club and Oxford Owl eBooks)
  • Commercially available websites supporting the teaching of specific subjects (Mathletics, Times Table Rockstars, Purple Mash and Phonics Play)

Our expectations of remote learning are high and we communicate this clearly to our children by ensuring they know where a lesson sits within a sequence of learning. Previous learning is referred to regularly and children are directed to regular retrieval tasks, which supports them to apply their learning independently.

Curriculum content is presented in manageable sessions of direct teaching to support concentration and limit over long periods of screen time.

Engagement expectations

We expect all children learning at home to engage with remote learning every day. Parents and carers should contact school if they have difficulty accessing remote learning for any reason so that school can support.

We expect parents to ensure that children have an established learning routine at home and all the equipment needed to learn remotely. Where equipment is not available parents and carers should contact school so that resources can be provided.

Parents must ensure that their child logs in to all live learning on time, is appropriately dressed and has an organised work space. Parents must confirm that they are custodians of their child’s email address and know how to keep their child safe online.

Parents can support children with remote learning by ensuring they are following the routines of a normal school day. This includes eating breakfast, preparing their work space prior to their first lesson and ensuring their computer is set up with all of their study materials ready to learn. During the break and lunchtime slots, we are encouraging parents to support their children to take time away from their screens, to enjoy some fresh air and a healthy snack.

Parent and carer support and guidance for remote learning can be found here.

Remote learning engagement monitoring

We will check pupils’ engagement with remote learning daily.

Where engagement with remote learning is not evident, for example participation in a live teaching session or submission of set work, a school professional will contact parents and carers to support and encourage the child with their learning.

Remote learning assessment

We feedback to children about their work in a variety of ways:

  • Written feedback via the work sharing platform (Purple Mash or e-mail response through the office email account)
  • Verbal feedback via Microsoft TEAMS or a telephone call home
  • Discussion as part of live learning or invited in the chat bar feed
  • Whole class quizzes accessed through Microsoft FORMS
  • Acknowledgment through celebration certificates which are posted home

Feedback will be provided at least twice per week but we aim for this to be more frequent.

Additional support for pupils with particular needs

We recognise that 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:

  • TA and LSA support for parents at least twice weekly via the telephone
  • Recording and saving live lessons for children to revisit
  • Targeted TA and LSA intervention support for children at least twice weekly via TEAMS or coaching phone call
  • Differentiated tasks
  • Online parent workshops to support familiesto deliver core learning, for example phonics, at least half termly

Our SENDco will be available to deal with any questions or concerns about your child’s learning or SEND needs. Where possible, we are continuing to access local authority services and contribute to wider professional meetings virtually to ensure disruption to support from outside agencies is limited.

Remote education for isolating pupils

Where individual children need to self-isolate but the majority of their peer group remains in school, their remote education may differ from the approach described above in the following ways:

  • There may not be as many opportunities for live teaching due to teacher need to engage with more children in class and change of location for some lessons such as Physical Education

Usual curriculum planning and resources will be made available online or via collection/delivery from the school site, to ensure children who are self-isolating are taught a planned and wellsequenced curriculum with meaningful and ambitious work each day in a number of different subjects. Individual feedback will be provided.