Remote Learning

• 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]

2) What Pupils and Parents Can Expect Each Day

• 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.

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

5) Support for Pupils With SEND

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.

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

• 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.

• SEND support: Mrs Whitelam – SENCO – cwhitelam@adelaide.het.academy

• Safeguarding: If you have immediate safeguarding concerns, contact Mrs Bradley, Headteacher & Designated Safeguarding Lead via the admin email address and see our Safeguarding Policy.

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