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Highbury Primary School

Remote learning

Please click here to view our Remote Eduction statement.

Please click here to view our Remote Learning Policy.

During the COVID-19 outbreak in spring 2020, schools in the Trust responded rapidly in order to provide remote learning for children. During this period a lot was learnt about ensuring high-quality provision which Trust leaders have agreed should be carried forward both in our ‘traditional’ provision and our planning for any future disruption to learning. We have agreed that high-quality remote learning will include these features: 

  • Remote learning is an integral part of a broad and balanced curriculum sequence planned for pupils attending school or, in the case of pupils who require temporary access to learning from home, an alternative to face-to-face provision.  
  • If children are accessing remote learning as a substitute for the in-school curriculum, the programme should cover enough of the core learning to prevent or minimise the risk of children falling behind their peers. Leaders provide a clear expectation of the quantity of work each year group will be set.  
  • Children should have frequent, ideally daily interaction with a teacher in some form.  
  • Materials provide clear expectations about what knowledge and skills are intended to be taught and practised in each subject.  
  • The school supports families to ensure access to the highest quality remote education resources through digital, paper or other sources.  
  • The school has agreed which online tools provide the best support for children’s learning and this is consistent across year groups, phases and key stages as appropriate.  
  • The specific needs of different groups of children and individuals are taken into account when designing remote provision, including access to adult support and suitable electronic devices/access to broadband. 
  • The learning of new content is supported through frequent, clear explanations, delivered by a teacher either through recordings, high-quality externally produced material or other resources.  
  • Teachers are enabled to gauge how well pupils are progressing through the curriculum by providing opportunities for questioning and other appropriate forms of assessment. Leaders have provided a clear expectation on how frequently this is done.  
  • Feedback from pupils is used to adjust the pace or difficulty of what is being taught for whole classes, groups or individuals.  
  • All staff engaged with remote learning will be alert to safeguarding and data protection regulations and best practice at all times. 

    In order to ensure this quality standard is met by all teachers, leaders will  
  • Identify key staff responsible for monitoring and quality assuring planning (see below) 
  • Set out a timetable for monitoring and a reporting structure to provide an overview of quality 
  • Be clear with staff about expectations  for frequency of feedback, quantity of work and its link to the curriculum.  
  • Report to the Local Governing Body and the Academy Improvement Partner on the quality of remote provision as required.