Remote Learning

Remote Learning at Parkstone Primary School

At Parkstone Primary School, our priority is high‑quality, face‑to‑face education. If in‑person attendance is not possible for some or all pupils, we will provide remote education as a short‑term, last‑resort measure so that learning can continue.

1) When We Will Provide Remote Education

We will activate remote learning when:

The school (or a part of it) cannot open safely—for example, severe weather or other emergencies. [dera.ioe.ac.uk]
Individual pupils are unable to attend but are well enough to learn from home (e.g., short‑term medical reasons or infectious illness).[dera.ioe.ac.uk]

In these circumstances we aim to make remote education available as soon as reasonably practicable.

2) What Pupils and Parents Can Expect Each Day

We aim to provide an age‑appropriate balance of direct teaching and independent tasks:

Early Years Foundation Stage (EYFS): a daily set of activities across prime and specific areas, including phonics, early maths and story time. [dera.ioe.ac.uk]
Key Stage 1: around 3 hours of remote learning per day, with a mix of short inputs (live or recorded) and independent work in English, phonics/reading, maths and foundation subjects.
Key Stage 2: around 4 hours per day, following a structured timetable with direct teaching (live or recorded) and time to complete tasks.

Where needed, we will provide learning equivalent in length to core teaching pupils would receive in school, proportionate to the duration of absence.

3) How to Access Remote Learning

Platforms: We use Microsoft Teams for lessons, assignments and feedback. Pupil logins are issued by the school. (If you need help with passwords or access, contact the office.)
Devices & Internet: If your child does not have suitable access, please contact us about loan devices, printed packs or other support. We will work with families to remove barriers wherever possible.
Paper‑based learning: On request, we can supply printed materials and arrange safe collection/return.

4) Safeguarding and Online Safety

Remote education will follow our Safeguarding Policy and Online Safety / Acceptable Use guidance. We ask parents to support safe, quiet learning spaces and to supervise younger pupils during live sessions. (See our policies on the Policies page.) Delivering remote education safely is central to our approach.

5) Support for Pupils With SEND

Teachers will adapt tasks, resources and delivery to meet individual needs, in consultation with the SENDCo and families. This may include alternative formats, shorter inputs, structured routines, or additional adult check‑ins. Please contact the SENDCo if you require specific adjustments.

6) Curriculum, Feedback and Assessment

Curriculum: We continue to teach a broad and balanced curriculum. Sequences mirror in‑school learning as far as possible so pupils can re‑join seamlessly. [dera.ioe.ac.uk]
Feedback: Teachers provide feedback through Teams or ClassDojo (comments, rubrics, audio/video notes) or via phone for paper packs. Whole‑class feedback may be used where appropriate.
Assessment & adapting teaching: Staff use submitted work, quizzes and check‑ins to identify misconceptions and adapt subsequent lessons.

7) Attendance, Engagement and Welfare

Engagement checks: We monitor daily engagement and follow up where pupils need support.
Welfare: If we have concerns about a pupil’s wellbeing, we will contact parents/carers and, where necessary, involve the safeguarding team. (See Safeguarding Policy.) [dera.ioe.ac.uk]
Reporting absence: If your child is unwell and cannot engage with remote learning, please inform the school in the usual way.

8) Roles and Responsibilities (Summary)

Senior Leader for Remote Education: Jonny Rogers Head of School (overall quality and oversight).

Class Teachers: Set and assess work, provide feedback, and adapt teaching.

Parents/Carers: Support routine, encourage engagement, and contact us if access is an issue.
Pupils: Try their best with tasks, follow online behaviour expectations, and ask for help when needed.

9) Getting Help

General queries / access support: Please contact the school office: 01482 854554 admin@parkstone.het.academy

SEND support: Miss E Gibbins admin@parkstone.het.academy
Safeguarding: If you have immediate safeguarding concerns, contact Mr Rogers or Mrs Kemp (Designated Safeguarding Leaders) via the admin email address and see our Safeguarding Policy.

10) Key Documents & Links

Safeguarding Policy, Online Safety Policy, SEND Information Report (see Policies page).
DfE guidance: Providing remote education: guidance for schools

‘Pupils who are falling behind in their phonics get extra help to catch up.’

Ofsted

‘Pupils enjoy the books their teacher reads to them.’

Ofsted

‘All
adults have high expectations of pupils’ behaviour.’

Ofsted

‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’

Ofsted

‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’

Ofsted

‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’

Ofsted

‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’

Ofsted

‘Leaders
have provided teachers with the phonics training they need.’

Ofsted

‘Children in early years learn phonics as soon as they start school.’

Ofsted

‘Staff are happy, and morale
is high.’

Ofsted

‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’

Ofsted

‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’

Ofsted

‘In Reception, phonics is taught every day.’

Ofsted

‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’

Ofsted

‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’

Ofsted

‘The governing body challenges leaders on the actions they are taking to improve the school.’

Ofsted

‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’

Ofsted

‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’

Ofsted

‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’

Ofsted

‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’

Ofsted

‘Pupils are very positive about their
mathematics work.’

Ofsted

‘The reading curriculum is well organised.’

Ofsted

‘All pupils know the school rules.’

Ofsted

‘Pupils thrive at this inclusive school.’

Ofsted

‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’

Ofsted

‘Teachers say that leaders listen to their views and help them to manage their workload.’

Ofsted

Remote Learning

‘Pupils who are falling behind in their phonics get extra help to catch up.’

‘Pupils enjoy the books their teacher reads to them.’

‘All
adults have high expectations of pupils’ behaviour.’

‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’

‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’

‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’

‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’

‘Leaders
have provided teachers with the phonics training they need.’

‘Children in early years learn phonics as soon as they start school.’

‘Staff are happy, and morale
is high.’

‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’

‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’

‘In Reception, phonics is taught every day.’

‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’

‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’

‘The governing body challenges leaders on the actions they are taking to improve the school.’

‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’

‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’

‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’

‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’

‘Pupils are very positive about their
mathematics work.’

‘The reading curriculum is well organised.’

‘All pupils know the school rules.’

‘Pupils thrive at this inclusive school.’

‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’

‘Teachers say that leaders listen to their views and help them to manage their workload.’

Remote Learning

‘Pupils who are falling behind in their phonics get extra help to catch up.’

‘Pupils enjoy the books their teacher reads to them.’

‘All adults have high expectations of pupils’ behaviour.’

‘Pupils talk with pride about the ‘leading learner’ badges they get for reading regularly, arriving on time and trying hard.’

‘One pupil told the inspector that, ‘school is amazing because teachers include everyone.’

‘Classrooms are oases of calm. As a result, pupils are happy. They feel safe at school.’

‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’

‘Leaders have provided teachers with the phonics training they need.’

‘Children in early years learn phonics as soon as they start school.’

‘Staff are happy, and morale is high.’

‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’

‘Leaders’ relationships and sex education and health education curriculums give pupils an age-appropriate understanding of healthy relationships.’

‘In Reception, phonics is taught every day.’

‘Teachers have strong subject knowledge and use geographical vocabulary with precision.’

‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’

‘The governing body challenges leaders on the actions they are taking to improve the school.’

‘The geography curriculum is a strength of the school. Leaders have carefully set out what they want pupils to know by the end of each year.’

‘Teachers use ‘pinny time’ to revisit the sounds that children have been taught, as they learn through play.’

‘Pupils discuss and analyse texts during their ‘reading mastery’ lessons.’

‘ Subject leaders benefit from meeting staff in other trust schools to exchange ideas and good practice.’

‘Pupils are very positive about their mathematics work.’

‘The reading curriculum is well organised.’

‘All pupils know the school rules.’

‘Pupils thrive at this inclusive school.’

‘Reception children get opportunities to explore numbers all the time. Daily mathematics lessons help them to count with speed and confidence.’

‘Teachers say that leaders listen to their views and help them to manage their workload.’

‘All
adults have high expectations of pupils’ behaviour.’

‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’

‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’

‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’

‘Leaders
have provided teachers with the phonics training they need.’

‘Staff are happy, and morale
is high.’

‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’

‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’

‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’

‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’

‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’

‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’

‘Pupils are very positive about their
mathematics work.’

‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’