John Donne Church of England Primary School

John Donne Primary School John Donne Primary School

Providing excellence and enjoyment
for everyone within a happy, safe and Christian environment.

Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School Life at John Donne Church of England Primary School

Remote Education Provision

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

During normal school opening times all our children from Nursery and Reception to Year 6 have weekly opportunities to engage in learning at home via our Learning Platform class pages or for UKS2 via Google Classroom. For the EYFS the content is a reflection of the learning at school for that current week. It serves two purposes, one to keep parents informed of the learning taking place and two, to give ideas and suggestions of ways to support their children. For Years 1-6 it is the set weekly homework tasks and activities.

We advertise the login details for parents. The children are taught how to log in and navigate their class page at the beginning of every school year and homework  is talked through every week. This is an integral part of our teaching and learning provision.

In lockdown we are able to immediately draw on this provision and adapt it to suit the requirements following Government Guidance. We are offering daily English and Maths tasks and a choice of all other curriculum areas spread across the week for main school and for EYFS the 7 areas of learning are all available and built upon weekly.


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


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?

We teach the same curriculum remotely as we do in school with some adaptations in some subjects, for example White Rose Hub for Maths has been adapted to make it more easily accessible to children and their parents working at home. We are also drawing on additional published learning from a variety of sources and media.


Remote teaching and study time each day - How long can I expect work set by the school to take my child each day?

EYFS – Nursery & Reception – Its Learning

Weekly activities covering the EYFS 7 Areas of Learning for you to access each day, along with a choice of games to play inside and outside.

Reception will also have short daily activities of Phonics and Maths.

Upload all work onto Tapestry for our records.(see explanation on It’s Learning page)

KS1 – Years 1 & 2 – Its Learning

30 minutes each of daily Maths and English ‘must do’ tasks and a choice of

Topic and other curriculum subjects for your child to choose from during the week.

A live 10 minute slot (chosen by you) will take place on the same day and time each week, for your child, to be arranged by the school office.

Upload all work via Chat on the Learning Platform

Lower KS2 – Years 3 & 4 – Its Learning

A 10-15 minute live class introduction from their teacher at 9.00 each morning.

50 minutes each of daily Maths and English tasks and a choice of

Topic and other curriculum subjects to be chosen from each week.

Upload all work via Chat on the Learning Platform

Upper KS2 – Years 5 & 6 – Google Classroom

A 10-15 minute live introduction each day from their teacher at 9.00 each morning.

An hour each of daily Maths and English tasks and a choice of

Topic and other curriculum subjects to be chosen from each week.

Upload all work by submitting on Google Classroom

All Children – EYFS, KS1 & KS2 Its Learning (access remains the same)

Forest Friends, Eco and Wellbeing pages

Ideas and activities for you to choose from each week.

Upload all work via Chat or Announcements on the Learning Platform

Early Years to upload all work to Tapestry for our records.

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

We are using It’s Learning for learning in EYFS and Tapestry for recording and assessment.

We are using It’s Learning in Years 1-4 for teaching, learning and assessment.

We are using Google Classroom for teaching, learning and assessment in UKS2 (Years 5 & 6).


Accessing remote education - 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: -

  • We ask/encourage parents to contact us via the office if they require the loan of a laptop or internet access
  • We assess individual needs and the benefits of issuing laptops
  • We invite families to attend our Care Club daily from 9.00am to 3.30pm where they have access to and support with home learning
  • We encourage children to write on screen and submit their work or to take a photo and upload their work, whether a practical activity or an enjoyed experience, directly onto the platform
  • We encourage the use of exercise books and or/paper to be brought back to school once opened again.


Accessing remote education - How will my child be taught remotely?

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

  • Live introductions to each day for KS2 (10-15 minutes)
  • Additional live support sessions for groups as identified by the class teacher
  • Weekly 1-1 live dialogue with KS1 pupils (10 minutes)
  • Recorded ‘Good morning Children’ for EYFS
  • Recorded teaching made by teachers i.e. handwriting in KS1
  • Recorded teaching e.g. Oak National Academy lessons and Faith at Home
  • Commercially available websites supporting teaching of specific subjects or areas, including video clips or sequences


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?

We expect children to engage in the following: -

  • EYFS to choose from the range of activities available throughout the week covering the 7 Areas of Learning or to engage in any alternative teaching and ideas available from a variety of sources to suit their own interests
  • Year 1-6 - the daily must do jobs in English and Maths and choose one other from the full curriculum range offered every week. To choose from the range of supporting challenges and games to suit their own interests
  • Log in to live sessions

We expect parents to support in the following ways: -


  • Set daily routines of inside and outside play
  • Be guided by your child’s choice of activity and interest
  • Encourage short periods of the regular practise of key skills in number, phonics, handwriting/formation of letters and listening to stories.

Main school

  • Set daily routines of learning, playing and time spent outside
  • Allowing independent choice
  • Providing the space and opportunity for daily, focused independent learning and working, especially the daily ‘must do’ jobs in English and Maths
  • Submitting/uploading work
  • Your child logging in to live sessions
  • Allow your child to make mistakes this part of the learning process


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

We check all our pupils’ engagement with remote learning regularly and at the very least weekly. We follow closely any child causing concern and enquire after the family, offer any required support and keep a dialogue going. If appropriate we invite pupils into our Care Club and offer support there.


Engagement and feedback - How will you access my child's work and progress?

Remote Learning feedback may take many forms and will not mean extensive written comments for individual children. Our approach to feedback on pupil work is as follows: -

  • EYFS - Acknowledgement and praise and encouragement for any type of uploaded work via Tapestry
  • Main School - Acknowledgement and praise for any type of submitted work via Google Classroom or uploaded work via It’s Learning
  • Voicing expectation during daily introductions – KS2
  • Suggestions for improvement as a group or whole class
  • Reminders of specific teaching points
  • Reinforcement of key skills
  • 1-1 feedback and encouragement via live meetings - KS1
  • Sharing class successes in our fortnightly newsletter. 


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:

  • We create individual pages for our children with SEND who cannot access the class pages easily
  • The tasks and activities are adapted to the learning needs of individual children
  • We also create small group pages with tasks and activities adapted to a specific subject learning need
  • Children in KS1 and EYFS have been included in the provision described above


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?

The approaches we have described above will also provide a planned, balanced and well-sequenced curriculum with meaningful and ambitious work each day for any self-isolating child. It will reflect the learning of the rest of the class in school. The main difference would be the expectation of the daily completion of work and individual focused feedback.