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St. John’s C of E Primary School

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Remote Learning Guidance

Remote Learning 


Remote learning refers to learning that is completed away from the physical school building. As a result of the Covid-19 pandemic, many children will be required to learn remotely during the academic year 2020-21. The overall purpose of remote learning is to minimise the disruption to pupils’ education through providing access to learning that mirrors what would have been provided in school.


At St John’s C of E (Aided) Primary School, we understand the need to continually deliver high quality education, including during periods of remote working whether for an individual pupil, a specific bubble or for the whole school due to a local or national lockdown. We recognise the importance of maintaining high expectations in all areas of school life and ensuring that all pupils have access to the learning resources and support they need to succeed.


Further details can be found in our Remote Learning Policy.

How will this be provided?


A child, family or group of children could be required to isolate for up to 14 days. Some children maybe ill during this period but the vast majority will be well and isolating as a precaution to break the chain of transmission.


Government guidelines require schools to provide education for children who are in isolation. 


At St John's we aim to do this by:

  • Using Google Classroom & tapestry as our main platforms for setting & responding to work and communicating with the children;
  • Make use of our on-line subscription services to support the learning. These include TT Rockstars/Numbots, Purple Mash and Mathletics;
  • Recommend other apps and web based learning to enhance our provision;
  • Develop an ‘emergency’ one day protocol and work package to allow for quick delivery when an isolation is required;
  • Align remote education, after the first day, with the St John’s curriculum to ensure pupils can move easily between physical and remote education;
  • Where new material is required to be taught, provide this through third party videos, direct remote teaching, school created videos of lesson inputs or annotated PowerPoints. This will vary according to the age of the child, the curriculum area and the number of children isolating at the time;
  • Provide daily contact with the pupils through:
    • Feedback in Google Classrooms,
    • Live lessons (where appropriate),
    • Google meets,
    • Phone conversations,
    • Tapestry messages.
  • Using a range of assessment techniques remotely to establish what learning is taking place.

When will my child receive remote learning? How will they get feedback?



What remote learning will be provided?

What feedback and contact can I expect?

Child is ill with a ‘standard’ childhood illness e.g. cold or chicken pox

  • No remote learning is required.
  • Child is ill enough not to be in school therefore should be recovering.
  • Teacher should ‘catch up’ child as per normal practise for a short, couple of day absence


Contact as per attendance policy from the office staff

Child is isolating, awaiting a test result or awaiting a test result of a household member

  • Short term absences 1–4 days – no work required.
  • Suggestions of activities to allow your child to practise their basic skills will be put up on Google Classroom.

No feedback provided 

A single child, or a small group of children, are isolating because they have had a positive test, or a member of household has had a positive test, – 14 day absence likely.


A child is isolating due to contact with a positive case and contact from the track and trace system – 14 day isolation period.


  • 1-day emergency plan that allows for generic skills to be practised in Maths and English along with a theme linked activity for the afternoon session.
  • 10 days of remote learning hosted on Google Classroom.
  • Learning could be 1 day behind the rest of the class to allow for manageability.
  • Length of learning equivalent to school day minus breaks, lunch and worship.
  • Video, live lesson or recording for input to Maths and English when it is new learning or is required. This will not be every day.
  • Foundation subjects via PowerPoint input or activities that are revisiting existing learning.

Feedback through Google Classroom from the class teacher assisted by the LSA.

Whole class bubble is isolating due to positive test within the bubble.


Adults are well but isolating.

  • Teacher and LSA will post daily activities aligned to the learning being completed in school by the parallel classes this may include video and/or live sessions through Google Hangouts if required.
  • Work set for children to complete in Google and feedback given to children via this means.
  • Foundation subjects delivered via PowerPoint and individual work. This is likely to be the PowerPoint created for use with the rest of the phase while they are still learning physically in school.

Feedback through Google Classroom from class team. 


Likely to be lots of opportunities to self-mark and turn in their score and/or the errors.



Whole class bubble isolated and adults are not well.

  • As per above but with adults unwell, feedback could be from an adult external to the child's class.

Via Google Classroom. Opportunities to self-mark and turn in their score and/or the errors.



Local lockdown.

Decisions on remote learning in this situation will be made as, and when, it happens. This will be influenced by severity of lockdown – Tier 4 would require provision for key workers and this would impact on what learning is set and how feedback is managed due to the need to have staff in school.




To be decided depending on severity of the lockdown and the number of staff required in school.