Skip to content ↓

Remote Learning

Longthorpe Primary School is committed to the continued provision of a varied and engaging education, together with strong pastoral support, in the event that children have to experience a period of remote learning.  

Three principles underpin the remote learning at Longthorpe School: 

  • No pupil is to be excluded from learning whilst not in school on the basis of a lack of technology in the home;
  • Vulnerable children and those with SEND must be individually supported to ensure their progress is not reversed; and
  • Teaching practice must incorporate both remote learners and those still in school in order that school staff workload is manageable and their well-being protected. This is an evolving statement that will be regularly reviewed and updated accordingly.

Teaching and learning expectations

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

  • EYFS : 2-3 Hours
  • Keay Stage 1 : 3 hours
  • Key Stage 2 : 4 hours

Accessing Remote Education

Several online platforms are in use and available to utilise in the event that remote education needs to be engaged. These platforms include but are not limited to:

  • Seesaw
  • Google classroom
  • Oxford Reading Buddy (KS2)
  • Boom reader
  • Timetables Rockstars/Numbots

Where online access is limited or not possible for the pupil, paper-based learning packs will be provided.

SEND Support

We recognise that some pupils 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:

  • Sending out packs of activities for SEND children based on their provision document.
  • Providing packs with learning resources to support understanding linked to need
  • Reviewing the work the children have done when it is returned and providing feedback.
  • Regular phone calls/contact with the family to check in on how the children are getting on and their physical and mental health. Some of these will be made by the class teacher or TA and some by the SENDCo.


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:

  • Regular ongoing assessments
  • Written or recorded comments
  • Whole class feedback videos
  • Next steps on some pieces of work
  • Some work children mark themselves using answers given the next day
  • Feedback in assemblies and live sessions
  • Quizzes where children get immediate feedback