Hathershaw College

Remote Education Policy

Remote Education Policy

At the Hathershaw College we pride ourselves in monitoring and improving the quality of teaching and learning which happens continuously through our MiQTL (monitoring and improving the quality of teaching and learning) package. To minimise the disruption resulting from any school closure or inability for face-to-face teaching to be able to take place, including COVID-related reasons, we need to replicate the standards we have for our face-to-face teaching and learning as far as practicable.

The aim of this document is to set out sustainable expectations for teachers and learning support staff to ensure that we have the capacity to offer immediate remote education in the event of any circumstance which threatens the continuity of face-to-face experiences.

Our vision remains that remote education should be a live or synchronous experience for students, although acknowledge that this may not always be possible. Where this is not the case, asynchronous options will provide access to work that is as ambitious as that which would be taking place in a face-to-face context and supplemented wherever possible with access to deferred relay or recorded options.

This remote learning policy aims to

  • Ensure consistency in the approach to remote learning for students who aren’t able to attend school, particularly as a result of a Covid related absence
  • Set out expectations for all members of the school community with regards to remote education
  • Provide appropriate guidelines for safeguarding and data protection


Remote Education Principles

  1. Remote education commences immediately after the continuity of face-to-face learning is affected
  2. Remote education is quality assured by middle and senior leaders through MiQTL processes
  3. Curriculum sequencing documentation is followed to ensure high quality online and offline provision
  4. Expectations are clear to all stakeholders
  5. Student and teacher wellbeing is considered and supported
  6. All online safety guidelines are reiterated
  7. IT Services and SLT are fully committed to mitigating the impact of the digital divide
  8. Teachers are well versed in online learning best practices
  9. 9. Students should feel connected with their class teachers, collaboration and engagement will be actively encouraged through Google Classroom supported by the pastoral team
  10. Students should understand that the work is important and replaces regular school attendance. It is not optional
  11. Parents will be provided with regular updates through Parent Mail, Twitter, email and the College website to keep offer support and keep them updated with remote education plans
  12. Distance CPD is maintained to further support the implementation of a high quality education
  13. Develop students’ organisation and independence for life-long learning
  14. Upskill students’ ability to communicate effectively in a digital world


Roles and Responsibilities

It is the expectation SLT will:

  • Co-ordinate the remote education across the school led by the Assistant Principal with responsibility for teaching and learning
  • Monitor the quality of remote provision set by liaising with Curriculum Leader
  • Provide the resources needed by staff and students to access remote education
  • Provide the resources and training staff need to deliver remote education
  • Keep staff, parents and students informed of update


It is the expectation Curriculum Leaders will:

  • Consider whether any aspects of the curriculum need to change to accommodate remote education
  • Work with teaching teams to make sure all work set at realistic intervals encourages engagement
  • Monitor the remote work set by teachers
  • Share good practice and resources that teachers can use to teach their subject remotely
  • Communicate concerns to members of SLT


It is the expectation teachers will:

  • Be aware of their online presence and remain professional at all times
  • Provide immediate access to remote learning as soon as the continuity of face-to-face learning is affected
  • Mark and provide feedback on assessments set as or in replacement of ‘Yellow Sheet Tasks’ in line with the usual frequency expectations
  • Maintain and take organisational pride in their Google Classrooms ensuring that assignment dates are provided
  • Ensure that clear instructions are provided for digital and paper based work
  • Discuss, share and collaborate with their colleagues to produce high quality resources to minimise individual workload
  • Ensure that their Curriculum Leader is aware of their inability to respond to student electronic communication as a result of sickness
  • Monitor the engagement with assignments to inform their teaching for when students return
  • Do their best to respond to parental and student emails and requests for help within 24 hours or sooner if they are able
  • Continue to celebrate and reward student engagement via appropriate systems eg postcards or reward points
  • Provide appropriate feedback in line with the Remote Education College Policy
  • Alert their Curriculum Leader in the first instance if any inappropriate comments or emails are received from students. Dependent on the nature of the communication, Curriculum Leaders will determine whether this needs passing on to their SLT Link
  • Forward any safeguarding issues that arise during any form of communication with students to the DSL or Deputy DSL, recording this on CPOMs or any future similar system
  • Report to IT services if they experience technical issues or have feedback to improve the remote learning


It is the expectation Learning Support Assistants will:

  • Supporting curriculum areas in advising on and contributing to the differentiation of remote resources
  • Contact their allocated case load of students to ensure that they are able to access and complete remote learning work
  • Alert relevant colleagues of any problem relating to SEN provision


It is the expectation IT Services will:

  • Fix issues with systems used to set and collect work using the remote desktop system
  • Help staff and parents with any technical issues they’re experiencing
  • Review the security of remote learning systems and flagging any data protection breaches to the Data Protection Officer
  • Assisting pupils and parents with accessing the internet or devices
  • Investigate innovative solutions to help negate the digital divide
  • Communicate any concerns they have to SLT


It is the expectation that all students will:

  • Do the work provided to the best of their ability and as independently as possible
  • Respond to any communication or surveys designed to evaluate processes and systems
  • Contact their teacher for clarification of any work set (or expectations) if they do not understand. This can be done via e-mail and Google Classroom
  • Report any IT issues to the IT Help Desk
  • Follow the College e-safety policy for safe internet use and making responsible choices
  • Do their best to engage with live lessons scheduled through Google Classroom
  • Follow the code of conduct for live lessons
  • Report any concerns to any adult, including making use of the ‘report it to sort it’ facility


It is the expectation that parents will:

  • Engage with College communication channels
  • Respond to any surveys designed to evaluate processes and systems
  • Request help and support swiftly with their child’s learning if needed via email, IT Services or by telephone
  • Understand procedures and how to check if their child has submitted work
  • Know where to look to see if work has been set by the teacher
  • Play an active role in their child’s/children’s learning


Safeguarding and Child Protection

Safeguarding remains the responsibility of ALL members of staff in the College whilst students work remotely. If you have any concerns about a student, they are to be reported immediately to the DSL or Deputy DSL. General concerns are to be reported via CPOMS. In any urgent matters, reports should be made via a phone call. In the unlikely event that the DSL/DDSL are unavailable, please contact the Principal.

Whilst students work remotely, it is the responsibility of the Year Managers and wider Pastoral team to maintain regular contact with parents/carers and students throughout this time. Year Managers will prioritise vulnerable groups of students first; those with a social worker (Child Protection/Child In Need/Child Looked After) and young people with an Education, Health and Care (EHC) plan. Contact home will be made regularly and, at a minimum, weekly with all students working remotely. A record of this contact will be maintained.

For further information, advice and guidance, please refer to the Safeguarding and Child Protection Policy.


Important safeguarding contacts



Remote Education Policy