Remote Learning Plan



Remote Learning Plan

 What is offered and what you can expect at

The Dingle Primary School.


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.

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?


The timing of work being sent home will depend on the notice the school receives of any shutdown or isolation. After 24 hours, we would expect work to be made available for children who will not be in school.  Teachers will make themselves available to discuss this work further with the family as required.


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?


Our intention will be to continue to teach the content of The Natioanl Curriuclum. We will therefore teach the same curriculum remotely as we do in school, wherever possible and appropriate. However, we may need to make some adaptations in some subjects. For example, in some subjects we do not have the same resources at home as we would in school, such as in Art, Music, Science and PE, and therefore we would have to adapt content and methods of teaching to reflect this. When children return to school we would expect to fill any gaps in learning that have occurred.



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:

Early Years and Key Stage 1

 3 hours

Key Stage 2

4 hours


Accessing remote education

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


If the whole class is isolating from school then the class teacher will organise online lessons to introduce work set and support pupils in their learning.  This will enable feedback and assessment of prior learning and the teaching of key points for activities set for that day. In addition, children will be able to contact their teachers through a continuous blog. This may be extended to allow pupils to email teachers, if this suits the activity, e.g. to send examples of their work that pupils have completed or to ask for feedback in another form.

In the event of individual pupils being off and the class teacher still teaching in school, the class teacher will make arrangements with the family to negotiate an optimal learning experience.


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:


Any parent who has any difficulty in their child accessing the remote learning should contact the school immediately on 01270 918988 to discuss options available including borrowing devices or resolving broadband issues.

The school will follow all national and local guidance that is made available to support the use of digital technology at home. If there is a shortage of online devices available to a family in a household, an adult should immediately contact the school and we will provide a suitable device that can be used at home.

If there is an issue with the availability of the internet eg insufficient data on a phone or lack of a router, then the school will research what support is available to a household, as a priority.

The school expects to provide all printed materials required to take part in lessons, for each child who attends the school. However, a child’s learning may direct them to needing additional resources being printed. This can be done by a parent or pupil emailing the information into school, where the resources can be printed for the child, and then collected from school by the parent. The school has the option to refuse to do this if it deems the work inappropriate, uneconomical or not relevant to the child’s learning.

Where a child does not have online access, work can be brought to the school for the attention of the class teacher, via the school office.




How will my child be taught remotely?


As we do in school, teachers will adapt their teaching to the curriculum content needed to be taught, the number of children isolating, audience, age and learning needs of the children. Below is a list of approaches that may be used to ensure the highest quality teaching in the circumstances continues.

Some examples of remote teaching approaches include:

  • Live teaching (online lessons)
  • Recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • Printed paper packs produced by teachers (e.g. workbooks, worksheets)
  • Textbooks and reading books pupils have at home
  • Commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
  • Individual and group challenges eg how many times can you…?
  • Memorising facts and information such as times tables or spellings
  • Reading in preparation for lessons, or reading to an adult
  • Long-term project work and/or internet research activities (probably as extension activities)


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?


As a school we recognise that during a period of school closure, there are going to be many other daily demands and barriers to a parent’s ability to support their child  e.g. work commitments or the subject knowledge of parents, and that needs will be very different for each child based on their age and abilities. A primary class is very diverse and one size rarely fits all. We therefore only expect parents to try their best and do what is possible in supporting their child.

It is important that parents set parameters of what is expected of their child and a routine develops to suit the needs of everyone in the household. In the event that the whole class is isolating we would hope that all children can attend at least one class Zoom session a day and then parents help the children in organising their work into manageable tasks. They should encourage their child to use the blog to ask for help when required. Where difficulties persist a parent should telephone the school to try and find a resolution to any difficulties.


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


Teachers will monitor attendance at Zoom meetings. A drop in attendance will prompt a telephone call from the school to discover what barriers exist, why a child is not attending the Zoom meetings and what can be done to overcome any issues.

For children attending Zoom meetings, teachers will ask pupils questions or to see evidence of their work to ensure that children are completing activities as expected. They will monitor feedback on the blog and any emails or other communication received by the school. Where there is a concern, a teacher may contact the parent to see if further support can be offered.


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:


Normally we would use formative – day to day observation and feedback to children- and summative assessments, through tests to monitor pupil progress. Obviously this practice is very difficult remotely. We will adapt our practice to find out how well children are doing by :


Questioning children to gauge their understanding.

Quizzes and short tests

Comments made in discussions

Review of answers and questions that result

Responses in the blog

Review of work sent in to school

Telephone conversations with parents.


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:


All children have different needs and some have very specific needs that when not addressed hinders their progress. To mitigate this, we will assess the needs of each individual child and then adapt provision to better suit their needs wherever possible. This may for example result in a child being asked to attend school if they have an EHCP or the school sees them as especially vulnerable.

We may provide bespoke work which meet their capabilities more accurately, or provide tasks that are more practical, especially for younger children, where learning will be more about exploration through play.

Parents will also be welcome to contact the class teacher as well as the Special Educational Needs Coordinator, who will provide another level of support to the family and teachers.


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?


Where individuals are self-isolating, children will be provided with the work that has taken place while they were initially absent or will be missed. The class teacher will endeavour to contact parents within 48 hours of the isolation beginning, by telephone, to discuss the work that is set, expectations and any barriers that may exist. A plan will be developed which includes regular contact with school, probably by phone calls, identifying how work is to be collected, and then returned to school. In some instances, especially where more than one child is isolating at any one time, ‘live’ teaching may be offered or Zoom meetings.

Again, everyone’s needs and abilities are different so we would hope to develop a plan suitable to the pupil’s needs, the parents and the school.


Dingle Primary School

Headteacher: Mr B Cox

The Dingle, Haslington, Cheshire, CW1 5SD

Main Contact: Miss Charlotte Clark - School Business Manager

Tel: 01270 918988