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Remote Education

Remote Learning Policy for

Halewood C of E Primary Academy


At Halewood C of E Primary Academy we are committed to:

  • using a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations
  • giving all pupils access to high quality remote education resources
  • selecting the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and making sure staff are trained in their use
  • recognising that younger pupils and some pupils with SEND may not be able to access remote education without adult support and working with families to deliver a broad and ambitious curriculum
  • setting assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
  • teaching a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
  • providing frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos
  • gauging how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work
  • enabling teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
  • planning a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers


1. Statement of School Philosophy


The provision of high quality teaching and learning is at the core of everything we do at Halewood C of E Primary Academy. Our remote learning policy seeks to ensure that this remains to be the case in the event of (i) single pupil self-isolation (ii) classes or PODs being required to work at home, or (iii) whole school closure due to Covid-19.


2. Policy Aims


This Remote Education Policy aims to:

  • Ensure consistency in the approach to remote learning for all pupils (inc. SEND pupils and disadvantaged pupils) who aren’t in school through the use of quality online and offline resources
  • Provide clear expectations of members of the school community with regards to the provision of high quality remote learning
  • Secure continuous delivery of the school curriculum
  • Support effective communication between school and families and support attendance


3. Who is this policy applicable to?


  • A child (and their siblings if they are also attending Halewood C of E Primary Academy) - if absent because they are awaiting test results and the household is required to self-isolate. The rest of their school bubble are attending school and being taught as normal.
  • A child’s whole POD - if not permitted to attend school because they, or another member of their POD, have tested positive for Covid-19.

Remote learning will be shared with families when they are absent due to Covid related reasons and not to all at start of week.


4. Content and tools to deliver the remote education plan


Resources to deliver this remote education plan include:

  • Online tools for EYFS KS1 KS2 (Seesaw, Tapestry, Microsoft Teams)
  • Use of Recorded videos (or Live Video for daily registration/ well-being check in)
  • Phone calls home if and when required
  • Physical materials such as story books and writing tools
  • Use of BBC Bitesize, Oak Academy, TT Rockstars (list will be emailed once self-isolation begins)


5. Home and School Partnership


Halewood C of E Primary Academy is committed to working in close partnership with families and recognises each family is unique and because of this, remote learning will look different for different families in order to suit their individual needs.

Where possible, it is beneficial for young people to maintain a regular and familiar routine. Halewood C of E Primary Academy would recommend that each ‘school day’ maintains structure.

We would encourage parents to support their children’s work, including finding an appropriate place to work and, to the best of their ability, support pupils with work encouraging them to work with good levels of concentration.


Every effort will be made by staff to ensure that work is set promptly. Should accessing work be an issue, parents should contact school promptly and alternative solutions may be available. These will be discussed on case-to-case basis.


In line with Halewood C of E Primary Academy’s digital charter’ we would encourage parents to follow the ‘digital 5 a day’ framework which provides practical steps to support a healthy and balanced digital diet.


All children sign an ‘Acceptable Use Policy’ at school which includes e-safety rules and this applies when children are working on computers at home.


6. Safeguarding During a School Closure


In the event of a school closure, pupils, parents and teachers are reminded that the school’s Child Protection and Safeguarding Policy still applies to all interactions between pupils and teachers. In that policy, there are specifically prohibited behaviours and reporting obligations to which teachers must adhere, whether they are at home, in the community or at school. This section of the policy will be enacted in conjunction with the school’s Child Protection and Safeguarding Policy.


  • The DSL will identify ‘vulnerable’ pupils (pupils who are deemed to be vulnerable or are at risk of harm) via risk assessment prior to the period of remote learning.
  • The DSL will arrange for regular contact to be made with vulnerable pupils, prior to the period of remote learning.
  • Phone calls made to vulnerable pupils will be made using school phones where possible.
  • The DSL will arrange for regular contact with vulnerable pupils, with additional contact, including home visits, arranged where required.
  • All contact with vulnerable pupils will be logged and suitably stored.
  • The DSL will keep in contact with vulnerable pupils’ social workers or other care professionals during the period of remote working, as required.


7. Roles and Responsibilities



To note: the suggested responsibilities below relate to where a whole class/POD is isolating and would be reduced when it is fewer children isolating and the majority of the class are in school.

When providing remote learning, teachers must be available between 8.30am to 4.30pm.

If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.

When providing remote learning, teachers are responsible for:


  • Setting work:
    • Teachers will set work for the pupils in their classes.
    • The work set should follow the usual timetable for the class had they been in school, wherever possible
    • Weekly/daily work will be shared in line with the timetable.
    • Teachers in EYFS will be setting work on Tapestry/Microsoft Teams. Teachers in Year 1 to Year 6 will be setting work on Seesaw/Microsoft Teams
  • Providing feedback on work:
    • Timely feedback will be given for work completed, as and when appropriate.
  • Keeping in touch with pupils who aren’t in school and their parents:
    • If there is a concern around the level of engagement of a pupil/s, parents should be contacted via phone to assess whether school intervention can assist engagement.
    • All parent/carer emails should come through the school admin account (
    • Any complaints or concerns shared by parents or pupils should be reported to a member of SLT– for any safeguarding concerns, refer immediately to the DSL.

Teaching Assistants

Teaching assistants must be available within their normal working hours.

If they are unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.

During the school day, teaching assistants will respond on Seesaw and take part in any live learning sessions on Microsoft Teams.


Senior Leaders

Alongside any teaching responsibilities, senior leaders are responsible for:

  • Co-ordinating the remote learning approach across the school inc. daily monitoring of engagement.
  • Implementing and monitoring the effectiveness of remote learning through regular meetings with teachers and subject leaders.
  • Monitoring the security of remote learning systems, including data protection and safeguarding considerations


Designated safeguarding lead

The DSL is responsible for managing and dealing with all safeguarding concerns. For further information, please see the Safeguarding and Child Protection Policy.

IT Technicians

IT technicians are responsible for:

  • Fixing issues with systems used to set and collect work
  • Helping staff with any technical issues they’re experiencing
  • Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer
  • Assisting pupils and parents with accessing the internet or devices



Liaising with the ICT technicians to ensure that the technology used for remote learning is accessible to all pupils and that reasonable adjustments are made where required.

  • Ensuring that pupils with EHC plans continue to have their needs met while learning remotely, and liaising with the headteacher and other organisations to make any alternate arrangements for pupils with EHC plans and IHPs
  • Identifying the level of support


Pupils and parents

Staff can expect pupils learning remotely to:

  • Complete work to the deadline set by teachers
  • Seek help if they need it, from teachers
  • Alert teachers if they’re not able to complete work


Staff can expect parents with children learning remotely to:

  • Make the school aware if their child is sick or otherwise can’t complete work
  • Seek help from the school if they need it (point parents to any resources if they’re struggling)
  • Be respectful when making any complaints or concerns known to staff


Local Governing Body

The governing board is responsible for:

  • Monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible
  • Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding reasons


8. Links to other policies

This policy is linked to our:

  • Safeguarding policy
  • Behaviour policy
  • Data protection policy and privacy notices
  • Online safety acceptable use policy
  • Code of Conduct for Phone calls, Video conferencing and recorded video
  • End User Agreements for Microsoft Teams, Seesaw


Annexe 1: Contingency Planning


Scenario 1: In the event of an individual pupil going in self-isolation.


Step 1:  Parent/carer phones school to notify of self-isolation / waiting on a test.


Step 2:  Office will ask if Seesaw/ Tapestry etc. is accessible from home. If not, school will arrange for the loan of a mobile devise (Ipad) and a Loan Agreement will be signed.


Step 3:  Teacher will be notified and a sheet listing links to age related activities will be emailed to the parents. Staff will upload any missed learning as and when appropriate.


Expectation of the parent/carer


We expect parents/carers to support their child’s education at home. Seesaw/Tapestry activities can be accessed at any time of the day, suitable for the individual family.


Scenario 2: In the event of a POD lockdown or whole school lockdown

See Remote Learning Timetable.


Scenario 3: In the event of a class teacher in self- isolation (well and able to work from home)

Children will follow their usual timetable in school. The class teacher will deliver teaching and learning remotely via Microsoft Teams.


Scenario 4:  In the event of a class teacher being unwell and unable to deliver remote learning during full school opening

A qualified adult will take classroom responsibilities with the support of the TA if available.


Scenario 5:  In the event of a class teacher being unwell and unable to deliver remote learning during a bubble closure or whole school closure

In event of this happening the school would set age appropriate learning via Seesaw/Tapestry.


Scenario 6:  In the event of a self-isolation / closure, when the child will not engage in home learning tasks.


If this happens, we would urge parent/carers to contact school via telephone 0151 487 5673 or email A member of staff will contact you to discuss barriers to learning.  A Learning Mentor may become involved with the family to support the well-being of the child. This will be done via telephone conversations.


We understand this can happen for a number of reasons. We will try and work with the family to encourage the child to re-engage. Seesaw activities can be completed by the child at any time of the day, at a time suitable for the family. The mental well-being of both parent/carer and child is also of importance to the school. We know there may be difficulties and we just ask everyone to do their best in supporting the learning the school is providing.


Annexe 2: Remote Learning Timetable (Year 1 to Year 6)


All timetables are subject to change. Timings may change depending on how many PODs are accessing Home Learning/Live Lessons at a particular time.



(These are subject to change)



15 minutes from 9.00am –

Staggered times for year groups

Registration and Reading for Pleasure (class reader)


Microsoft Teams live

  • Children to be dressed appropriately
  • All learning equipment ready for the day

Available on Monday

Whole school collective worship


Available from ….

English activity


Including a short grammar activity

Microsoft Teams or Seesaw

  • Teachers will be accessible via Seesaw to support between the times of 9am to 3pm.
  • Children to upload work once completed

Available from ….

Maths activity


Including a short basic skills activity

Microsoft Teams or Seesaw

  • Teachers will be accessible via Seesaw to support between the times of 9am to 3pm.
  • Children to upload work once completed

Available from ….

Daily physical challenge or wellbeing task




Available from ….

Non-core activity


May include: Science, History, Geography, Music, Art, DT and French


  • Teachers will be accessible via Seesaw to support between the times of …
  • Children to upload work once completed


Annexe 3: Remote Learning Timetable (EYFS)


All timetables are subject to change. Timings may change depending on how many PODs are accessing Home Learning/Live Lessons at a particular time.


Estimated time



5 minutes

Today’s day is:

Today’s month is:

The weather is:


  • Breakfast talk task
  • Sing the days of the week and the months of the year songs.
  • Discuss the weather
  • Soap and bubbles wash the germs away song

5 minutes

Word of the day:

(LIT Read)


15 minutes

Sound of the day:

(LIT Read)


20 minutes

Number of the day:


(Maths – Number)


15 minutes

Shape/measures challenge:

(Maths – SSM)


20 minutes

Talk about the story:

 (LIT/ PD M&H)


15 minutes

Reading - Ditty of the day:

(LIT Read)


20 minutes

Physical challenge:



20 minutes

Creative challenge:



20 minutes



10 minutes

Picture News



Home COOL time +

Songs, stories, rhymes

Enjoy exploring all of your books, toys and games – indoors and outdoors.  If you build any models, please take a picture and describe it to your grown up for Tapestry.


Nursery will follow a similar structure with fewer activities.


Self- Isolation Letter


Date - [September 2020]


Dear Parents/Carer of [name of child/children]


We understand that your child / children is / are currently self-isolating awaiting test results as a result of possibly coming into close contact with a suspected COVID case.


Remote learning is in place so your child / children can continue to learn during their period of self isolation. We expect all pupils who are physically well to complete the work they have been set by their teacher, these can be accessed at any time of the day however we would recommend trying to follow normal class routines for example completing English and Maths in the morning.


Teachers will then upload tasks for children to complete using Seesaw (Y1 – Y6) and Tapestry (Reception). All pupils have been given a log in for Seesaw / Tapestry. These set learning tasks will follow the learning sequence in class, are progressive and will support your child to continue their learning ready for a return to school.  Children can respond to the set tasks in various ways by writing in the notes option, writing out a response on paper, taking a picture and uploading or in some cases using a voice recording.  These tasks will be assigned on the first day of self-isolation for children to complete.


Please email school if you are having any difficulties accessing learning.


Best wishes