St Mary Magdalen's

St Mary Magdalen's Catholic 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?


For the first day, your child will have a pack of work uploaded to the Google Classroom. Work will be set on Google Classroom for the individual child or year group. In addition, your child will be able to keep using online resources like Times Table Rock Stars and Literacy Planet.


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 wherever possible and appropriate, for example: English, mathematics, science, humanities and Religious Education. However, we have made adaptations to some teaching activities because of remote access. For example, we teach science using a printed topic activity booklet with links to examples of investigations.


We make greater use of videos to demonstrate practical activities. Web links are also provided for PE and music activities.


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 (this does not include daily reading and work on online resources like Times Tables Rock Stars):



Primary school-aged pupils

EYFS:   Reception: 3 – 3½ hours

Key Stage 1 (Years 1&2):  3 ½  - 4 hours

Key Stage 2 (Years 3-6):  4 – 4 ½ hours


Accessing remote education

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


Google Meets – Free Cloud Based Video Conferencing platform

Google Classroom – Free web online classroom

Oxford Owls - Online reading books and

Literacy Planet - Comprehension skills support

Times Table Rock Stars – Mathematics Support

Busy Things – Interactive activities


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:

  • The weekly engagement of pupils is monitored by the Leadership team. The school follows up with phone call to all families failing to engage online. The school offers to lend a device to pupils who have no device particularly our disadvantaged pupils. Also, parents who do not have a device can email the school on requesting a device and an assessment of their situation will be made to support.


  • The school seeks and shares all available offers from companies with parents to help them sustain their internet connection or data to support home learning during the pandemic. Parents can email the school on requesting advice and support for their internet if they have problems.


  • Our aim is to support all pupils with resources to engage with their learning online. We have also equipped all our pupils with whiteboards, pens, standard printed workbooks and blank exercise books. We use a combination of hard copies of books and online sessions and resources to support our remote teaching approach.


  • Parents who do not have internet to use on their laptop or iPad can still share work with their child’s teacher by emailing clear pictures of the child’s completed work by email on their mobile phones to This is the very last option if they are unable to share work through the Google Classroom platform.



How will my child be taught remotely?

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

  • Live Streaming: Every pupil from Years 1-6 has three remote teaching sessions daily. These sessions cover live mathematics, live English and live catch-up/feedback sessions. In Reception, pupils still have three live sessions daily covering maths, English and phonics and a storytime at the end of the day.


  • Printed Workbooks: All pupils have workbooks to support the remote home learning. These books will be used during live sessions or independently as homework. The books cover mathematics, reading comprehension, spelling, punctuation and grammar, science and handwriting.


  • Exercise Books: We provide exercise books for pupils to record independent work. Their independent work consolidates their learning from lessons and the workbooks. All pupils have an age-appropriate exercise book for their work.


  • Online Resources:
  1. a) Literacy Planet is an online program with a range of interactive learning activities that cover the UK literacy curriculum. This resource offers personalised learning as every child can work hard to complete all activities at their own pace. Teachers can also set differentiated work for every child in their class. This is particularly used for reading activities.
  2. b) Google Classroom is a free web-based classroom where differentiated tasks and activities are posted for children. Additional resources e.g. PowerPoints, videos, worksheets etc are linked into the lesson and instructions are given. Work set here can be submitted for feedback by the teacher. This resource is a vehicle for the delivery of many subject areas and brings the range of lesson resources together, selected by the teacher, in one place for the children to access.
  3. c) Times Table Rock Stars is a mathematics online learning resources that helps boost times table recall. It is a sequenced programme of daily timetables practice. It is supports pupils’ engagement and builds on their key foundation skills to Mathematics.


  • Learning Packs: A learning pack is prepared to support home learning when remote learning goes on for longer periods (e.g. half a term or more) and this is known in advance. These consist of targeted activity workbooks, basic stationary, whiteboards & pens and exercise books.


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?


  • Create and display (for use in the home) a clear timetable for the week to help your child structure their day. This will also help older children to know when they should be on live streaming session, completing independent work, quiet reading and work on online resources. This will also help your child distinguish between weekdays and weekends, to separate school life and home life.


  • Identify and show your child a designated working space for their learning and studies during the day. During sessions ensure there are no distractions such as games or TV screens.


  • Live lessons: Help your child to follow the rules that parents and carers agreed to regarding:   Behaviour

Cameras on

Screens muted

Full participation.

  • Communication: Discuss the weekly timetable, posted on the school website, and the resources needed with your child.


  • Weekdays: Agree wake up times and bedtimes as though school is in normal session. Support your child to wake up and be dressed by 9:00am to start on independent tasks or join their live sessions. At the end of the day have a clear cut-off to signal school time is over. Treat homework at the weekend with less formality.


  • Every morning help your child to log into Google Classroom to check for any information and the independent tasks set for them. Keep login details in a visible place for easy view or reach. Decide if they should complete it on the device or in their book and then they could take a photograph to upload.


  • Balance Activities: Make time for short physical exercises and breaks throughout the day to keep your child active. Guidance is available on the school website.


  • Punctuality and Attendance: Ensure that your child is ready at the start of every live session and have their books to hand. Parents must make sure their child logs into their live sessions, which is similar to making sure your child attends school for education.


  • Daily Checks: Parents are responsible for checking that their child has completed their independent work on Google Classroom and have uploaded a picture or document for the teachers to view. Parents need to check daily that their child/ren is/are completing all the tasks set.


  • Support - Some children will need extra support to focus on learning through a Google Meet or accessing the Google Classroom.


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


Attendance is taken daily in every session. Also, at the end of every week, teachers track engagement with learning tasks on Google classroom and record pupils who have completed all, some or none of the work set. Teachers also check for pupils engaging with online resources like Times Tables RockStars and Literacy Planet.

Members of the Senior Leadership Team monitor this information. Parents and carers of pupils who fail to engage, are contacted through phone calls to discuss the reason for non-engagement, share learning expectations and explore if further support is needed. Where pupils, persistently leave sessions early, regularly struggle with punctuality or are not meeting their potential with their independent work on the Google classroom, parents would be informed seeking their support to address the concern.

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:


  • Work completed during live sessions will be marked and pupils will receive feedback immediately.


  • Independent work completed within 48 hours from the day it was set on Google Classroom will receive an acknowledgement or feedback depending on the subject and task.


  • Some work completed in live sessions or as a follow-up task would be marked in the next live session. We expect pupils to reflect on the success criteria of the lessons and self-evaluate the learning.



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:


  • Work is planned, by the teacher, to meet the individual needs of the child


  • Learning packs that support the online learning and activities that suit the individual child’s needs.


  • Advice available to parents, from teachers and the SENCO on strategies to help their child engage with the learning online and the teaching time reduced to help the child stay focussed for the complete teaching sessions.


  • Younger children are learning through songs, stories and creative activities prepared by the teachers for online learning.


  • Welfare calls made to parents, by the SENCO Ms Largie, to check children are learning successfully at home.


  • In addition to our online offer, we also use the Nessy app for children with dyslexia.


  • A Resource Bank with resources such as hundred squares, number lines, word banks, phonics cards, useful websites are available to parents so they can support their child’s learning.


  • If interventions are required by external providers e.g. Outreach or Speech and Language, these will be communicated to parents so that Zoom sessions can be held. For safeguarding reasons, an additional adult would have to present during the call (either from home or school).

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?


Pupils who are self-isolating will have their daily work set on Google Classroom to match the activities being covered in school. As usual work completed within 48hrs from the date it was set will receive feedback. Pupils can complete work in their home exercise books and then take a picture to upload their completed work.


For pupils with additional needs or SEND the Inclusion department will plan and agree personalised support for the child’s remote learning.


On the second or third day of self-isolation if needed by the pupil, a learning pack with targeted resources, worksheets and stationery will be dropped outside their house door, if the child lives within a 1.5 mile radius around the school. This depends on school having the available capacity to cover this.