Home Learning & Remote Learning Policy

St Bernards Catholic Primary School – England Primary

1. Purpose & Rationale

This policy supports:

  • Continuity and consolidation of learning both in-class and remotely.
  • Development of independent learners and self-regulation.
  • Stronger partnership with families and educational continuity during exceptional circumstances.

Statutory Basis:

  • Follows GOV.UK statutory guidance on curriculum, safeguarding, exclusions, SEND, and school attendance.
  • Echoes DfE’s “Working Together to Improve School Attendance” (Aug 2024), including remote education for absence. [gov.uk]
  • Integrates EEF research: meaningful, feedback-linked homework yields + 2–5 months progress; time guidelines should not exceed DfE recommendations. [educatione...ion.org.uk]

2. Ofsted Expectations (Applicable from Nov 2025)

Home and remote learning underpin:

  1. Curriculum & Teaching – quality, coherence, sequencing, effective feedback. [workplacehero.co.uk], [teacheractive.com]
  2. Inclusion – equitable access, SEND support, address disadvantage. [workplacehero.co.uk], [teacheractive.com]
  3. Achievement – pupil progress aligned with classroom expectations. [teacheractive.com], [childcare.co.uk]
  4. Behaviour, Attendance & Well-being – pupil engagement, resilience, and motivation. [childcare.co.uk]
  5. Leadership & Governance – strategic oversight, parent engagement, safeguarding. [childcare.co.uk], [workplacehero.co.uk]

Ofsted will assess the impact of this policy using evidence from remote/home learning as part of its full inspection framework. [gov.uk], [childcare.co.uk]

3. Home Learning Expectations

EYFS (Reception)

  • Daily reading with an adult
  • Occasional phonics, number, or topic-linked activities

KS1 (Years 1–2)

  • Daily reading practice
  • Weekly spelling/phonics tasks
  • 10–15-minute maths or topic task

KS2 (Years 3–6)

  • Daily reading
  • Weekly spelling and times tables
  • One extended task (~ 30 mins)

Time Guidelines (DfE 2012) – an upper limit we follow:

  • Years 1–2: up to 1 hour/week
  • Years 3–4: up to 1.5 hours/week
  • Years 5–6: up to 30 mins/day

4. Remote Learning Provision

When pupils cannot attend:

  • Daily provision via chosen platform (e.g., Google Classroom or Microsoft Teams):
    • Core English & Maths tasks
    • Topic-based activities
    • Live or recorded teaching where possible
    • Paper-based equivalents available if internet is unavailable
  • Pupil expectations:
    • Engage daily and submit work through the agreed platform.
  • Parental support:
    • Facilitate access, provide learning space, and inform school of challenges.

5. Roles & Responsibilities

  • Teachers: Design purposeful tasks, moderate workload, and give feedback.
  • Pupils: Complete tasks diligently and to the deadline.
  • Parents/Carers: Provide encouragement—not doing the work—for their children.
  • Leadership/Governors: Monitor implementation, evaluate impact, ensure compliance. [gov.uk]

6. Feedback & Progress Monitoring

  • All learning (home and remote) is acknowledged and formatively assessed.
  • Remote learning participation tracked and followed up on absences/incomplete submissions.
  • Leadership reviews remote provision effectiveness, inclusion, and accessibility.

7. Equality, Inclusion & Safeguarding

  • Tasks differentiated for access and engagement.
  • School provides tailored support and resources for those with limited access or SEND.
  • Safeguarding upheld through consistent communication, record-keeping, and risk assessments. [assets.pub...ice.gov.uk]

8. Monitoring, Evaluation & Review

  • Leadership Team conducts reviews of:
    • Engagement levels, completion rates, remote access
    • SEN/equity data to ensure full participation
    • Parental feedback surveys
  • DfE and Ofsted compliance
  • Annual Review with staff, governors, pupils, and parents; updates include newly released DfE or Ofsted guidance.

???? Policy Statement

We recognise homework and remote learning are non-statutory yet valuable educational tools when purposeful, inclusive, and well-structured. This policy ensures our provision is: