Remote Learning offer and expectation Jan 2021

Littletown Primary Academy: January 2021

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 where national or 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.

  1. 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.

  1. What should my child expect from immediate remote education in the first day or two of pupils being sent home?

Remote teaching and learning arrangements

What will you receive? 

Parents of isolating children will receive on the first full day of absence an email from the Admin team with a link to a padlet. Here is a Year 6 example:  Please note you will need to scroll down the individual columns to see all the content for each day and/or additional activities 

When school is closed to most pupils, links to padlets will go ‘live’ every Monday morning before 9am via the Remote learning tab of our website: 

What is on the padlet?

  • There is a welcome message from me explaining the expectations for the children and other important messages such as mental wellbeing tips. 

  • You will see daily lessons for Literacy and Maths to watch and engage with, which match objectives being covered in the classroom.

  • There will be three Cornerstones Curriculum lessons each week (some activities may cover more than one ‘lesson’). These will match the objectives from classroom lessons, but actual content may be different. 

  • There will also be a list of possible home learning activities based around the Cornerstones unit being currently studied. 

  • Early Years have some different subjects, inline with the Foundation Stage Curriculum

  • Younger age groups will have daily Phonic lesson videos matching the phonics phase which is taking place in the classroom. 

  • There will be lesson content for other Foundation subjects if they are being taught in the classroom.

  • Yumu - Remote teaching of Music is part of the remote teaching Padlet and  class lessons can be accessed by logging into the Charanga  music Platform. All children will be sent home with a Yumu login today. The Padlet will direct you to the specific  lesson your child will need to access and provide further instructions as required.  

  • For Personal Social and Health education (PSHE) there will be a weekly Jigsaw lesson, the calming chime bar children are used to at school and the song for the term.

  • There are also all the links to all the things you are already accustomed to in Littletown such as; Lexia, Accelerated Reader, Oxford reading tree and Timestables Rockstars as relevant to each year group.

  • The instructions for each lesson on the padlet will tell you clearly how to complete and return the learning required. 

  • Avenues for communication such as remote learning email addresses are clear on the padlet for parents to use if they have any questions 

Submitting learning

As mentioned above, the new expectations mean children do have to return their learning to us as they complete it. Teachers and I will be contacting parents to ask for learning to be submitted if it is not being done so. How learning is submitted will look different depending on the age of the children as follows:

Tapestry for Nursery, Reception, Year 1 and Year 2

Most of you will already be familiar with Tapestry from having a child presently, or recently, in the Early Years, however for remote teaching the Tapestry platform will be used in a slightly different way to how it is usually used by Nursery, Reception staff and Parents. For remote teaching please use the Tapestry platform to evidence your child’s learning set on the Padlet by the class teacher. This can be done by taking  and uploading  a photo and/or writing a comment about how each teaching activity went for your child. The teacher will be able to view your comments and photographs and be able to respond.  


Class email and Google Classroom Years 3-4

Year 3 and 4 children are beginning to use Google Classroom to submit learning, but as they are still getting used to this way of working, teachers may suggest that learning can be emailed or photographed and attached to email to the year group remote learning email addresses which are on the padlet pages. 

Google classroom Years 5-6

Year 5 and 6 children are more expert at using Google Classroom so the vast majority or learning will be set as assignments to be handed in via this medium. 

Here is a ‘Parents guide to Google Classroom’ video which may be helpful for parents: 

Further support

For those children who have EHCP’s and/or have identified additional needs that require a more personalised approach to learning, teachers will consider what is best to set for the children. Parents can also access a number of different resources via the SAFs Padlet page.  In addition to this, please contact a member of the SAFs Team; Mrs Trim, Mrs Childs or Mrs Canniford, who will be more than happy to further advise and support you and your child.  

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?

Yes we are using a ‘hand in glove approach’ meaning that all learning objectives are the same and whenever possible, learning vehicles and activities are also the same. 

  1. Remote teaching and study time each day

    1. 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:


3 hours 

Key Stage 1

3 hours

Key Stage 2

4 hours 

Accessing remote education

  1. How will my child access any online remote education you are providing?

Padlet: shares all live lessons, videos, explanations, examples and instruction as well as weekly learning structure and staff messages.

Google classroom and Gsuite for education: Children use their school accounts to receive and submit assignments and engagement with peers and staff through ‘stream’

Tapestry: Parents photograph and submit photos and videos of children’s learning and receive feedback comments from staff

Lexia: School resource perfect for remote use as individually tailored to each pupil to ensure progress. Target usage to be met each week  

Remote Learning emails: Specifically set up email addresses for each year group remote learning for constant communication between parents and staff 

  1. If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

  • Devices issued from the DfE issued to families without devices. Priority given to families with multiple children in school

  • School owned devices loaned to families in addition to DfE devices 

  • USB keyboards loaned from computing company issued to families who have Playstation of Xbox in order to use as a device for remote learning

  • Free data for hotspot generation issued to families who request it via DfE form 

  • Differentiated materials for SEN pupils not in school printed as necessary 

  1. How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

  • Video lessons via proven quality providers such as Oak Academy and White Rose Maths

  • Regular ‘Google Meets’ catch up check ins with classes to connect peer group and discuss learning 

  • Cornerstones Curriculum resources and other learning resources for Foundation Curriculum subjects on year group padlets 

  • Lexia: Target usage to be met at home to ensure progress 

  1. Engagement and feedback

    1. What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

Parents are expected to support their child in engaging with remote learning lessons and submitting learning each day via the vehicles outlined 

  1. How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

  1. Teachers and Teaching Assistants monitor engagement and learning submissions daily. There is always one teacher from each year group solely focussed on monitoring and supporting remote learning each day. 

  2. A whole school monitoring matrix is in place allowing effective support and intervention from SLT where there is non engagement. This acts as evidence trail for how the school has supported parents and overcome barriers to remote learning 


  1. How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

  • Comments on learning submitted via google classroom

  • Brief email reply valuing submission via email

  • Group feedback and celebration in class Google Meets

  • Staff comments on learning submitted via Tapestry by year group staff 

  • Lexia certificate and achievements in Timestables Rockstars etc are also noted and celebrated 

This all contributes to learning being valued, celebrated and responded to over the course of a week for each child 

Additional support for pupils with particular needs

  1. 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:

  • There is an additional Padlet provided by the Student and Family Support team which has a range of content, resources and signposting for families of SEN pupils. 

  • This is supported by weekly phonecalls from the SAFS team and extra communication as necessary from year group teams  

  1. 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.

  1. If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above? 

To allow consistency and confidence in learning methods, the approach described above is exactly the same for self isolating pupils when school is fully open.