Turing House remote education provision: information for parents.
This information is intended to provide clarity and transparency to students and parents or carers about
what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain
For details of what to expect where individual students are self-isolating, please see the final
section of this page.
The remote curriculum: what is taught to students at home?
A student’s first day or two of being educated remotely at the beginning of self-isolation or
local/national lockdown might look different from our standard approach, while we take all necessary
actions to prepare for a longer period of remote teaching.
Please note that full details of the school’s curriculum is available on our website for each year group
and subject. If the content of the remote curriculum is different this will be made clear by subject
What should my child expect from remote education in the first day or two of students being sent home?
If your child has been sent home to isolate while school is operational, they should follow their normal
school timetable if they are well enough. Lessons should be accessed via Microsoft Teams. They will
complete the same tasks as other students and will be able to interact with their teacher in some way. If
their normal teacher is not available, tasks will be set for them to access with instructions for how work
should be submitted where possible.
In the event of a local or national restriction which means that school is not physically operational,
students will be expected to follow their normal timetable. Tasks will be set on Microsoft Teams, the VLE
and/or Bromcom. Some live lessons will be available although it may, on occasion, take until the second
day to organise this.
Drop-in days will be organised for students to collect specific resources. Where collection is not
possible, arrangements will be made for these resources to be dropped off.
After the first few days of remote education, will my child be taught broadly the same curriculum as
they would if they were in school?
Once the initial transition from face-to-face learning to remote learning is made, the following can be
We teach the same curriculum remotely as we do in school wherever possible and appropriate.
The teaching order of some units of work may be changed as some schemes of work require specialist
tools/equipment/facilities which may not be available at home.
Whilst there will be suggestions for how students may exercise, physical education lessons will not be
taught remotely because of the nature of what needs to be taught.
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 students
broadly the following number of hours each day:
Secondary school aged children not working towards formal qualifications can expect 6 lessons of content
per day (blended learning). This equates to 5 hours per day (save core PE), however, more time may be
spent on the activities set during lessons in late afternoon/early evening.
Secondary school aged students working towards formal qualifications can expect 6 lessons of content per
day plus assignments to complete.
Where staff are unable to teach online, e.g. because of responsibilities in school with key worker and
vulnerable children work may be set and left online for students to complete. On occasion, Heads of
Subject or other experienced teachers might teach ‘master classes’ with more than one class on Microsoft
Where staff are unwell, we will endeavour to leave work online for students but this may not be possible
for every lesson.
Accessing remote education:
How will my child access any online remote education you are providing?
All of the main resources and live teaching will be accessed through Microsoft Teams. All students have
an account and login details. Additional platforms used are: Moodle (the school’s VLE, SENECA, Educake and
Provision will include:
Access to resources
Set tasks during lessons
Lessons should be accessed using a device suitable for the task. The same applies to completing work. In
most cases this will be a laptop or PC. Students should also be in a location where they are able to
If my child does not have digital or online access at home, how will you support them to access remote
We recognise that some students may not have suitable online access at home. We take the following
approaches to support those students to access remote education:
The school will provide remote devices for students genuinely unable to access learning. There have been
two deliveries of laptops from the government. Upon arrival these devices need configuration before being
allocated. We have taken the following actions to identify student need:
All students were required to complete a VLE questionnaire during the school’s Microsoft Teams trial
day so that the school could identify need.
Year Teams in partnership with the Special Educational Needs and Personalised Learning (PLUS)
Departments have and continue to identify additional need.
Families have been contacted where necessary to organise delivery or collection of a laptop.
Where students struggle with accessing work on a screen, in some circumstances staff prepare and
disseminate printed worksheets.
Where internet access was a barrier to learning, the school has distributed dongles.
If your child does not have access to a suitable device or internet connection, please contact us at email@example.com or call 02080696100
How will my child be taught remotely?
We use a combination of the following approaches to teach students remotely:
At Turing House School, the following methods are used to deliver online learning:
Live learning (online teaching)
Recorded learning (voice over powerpoints and videos)
Commercially available websites to support the teaching of specific subjects which include video
clips and sequences.
Long term project work and/or internet research activities (although these are limited since they are
not appropriate for ongoing long term learning)
This is supplemented in some subjects with text and reading books.
Each student will receive a blended approach, the nature of which is likely to vary from day to day.
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?
We expect all students to engage in remote education. The school has clear tracking systems in order
to identify and support students who are not engaging.
We expect all students to follow their normal timetable and attend on time.
We need parents/carers to ensure that their child fully engages with all activities set.
We need parents/carers to contact the school if they have concerns or issues.
We provide suggestions for how parents/carers can support their child, for example, setting routines.
We also share online resources that support parents/carers with supporting their child.
We will communicate with parents on a regular basis and will continue to run parental consultation
events remotely in order to provide support and feedback.
Tutor time and assemblies are a standard part of each school day. These sessions provide further
opportunities to support children.
If you wish to contact the school about a curriculum issue, you should use the firstname.lastname@example.org email and address to the
appropriate teacher/Subject Leader in the first instance (staff list available on the website).
If you wish to contact the school about a pastoral issue, you should use the email@example.com email and address to the
appropriate Tutor/Head of Year in the first instance.
Periodically, the school will contact you to complete a survey to gain your overall feedback.
How will you check whether my child is engaging with their work and how will I be informed if there are
Lesson registers are taken by staff teaching live. Students who have not logged in to the session are
identified and their names passed to our pastoral teams. Calls are made to parents/carers. Standard
letters are then issues if there is an ongoing issue.
The school notes
Subject teachers will contact parents/carers directly of there are issues with the completion or quality
Form tutors will contact parents/carers to discuss general progress at least once a month.
You are able to check (software) for updates on behaviour, attendance etc.
If there is a serious issue with engagement or attendance, the school will contact parents/carers within
two working days.
Where all methods have been used but do not result in student participation, the school will make a
referral to the Richmond and Kingston Single Point of Access to request Children’s Services support for a
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 student work is as follows:
Feedback is a vital part of teaching and learning. During any remote period of learning the following
learning checks are used:
Online assignments and assessments that are formally marked according to set criteria. These should
be completed in timed quiet conditions where possible.
Quizzes and self marking activities.
In class question and answer sessions.
The use of forums and chats to assess understanding of a topic/theme.
Additional support for students with particular needs:
How will you work with me to help my child who needs additional support from adults at home to access
We recognise that some students, for example some students 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 students in the following ways:
Adapt lesson resources so that they are accessible.
Provide extra resources if necessary.
Liaise with the SEND Team for advice and guidance where necessary
The SEND Team work tirelessly to support students with special educational needs. Some students attend
school because they fall under the key worker and vulnerable provision. Strategies used with those
learning remotely include:
Regular telephone calls
Teaching Assistant deployment in some online lessons
Differentiated learning materials
Standard SEND interventions
Remote EHCP reviews (through Microsoft Teams)
Remote education for self-isolating students
Where individual students 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 students 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?
By definition, students who are self isolating have either been identified as having had contact with a
positive case of COVID 19, have tested positive for COVID 19 or are clinically extremely vulnerable where
CEV members of the community have been told to self-isolate. For these students, the following methods are
used to ensure curriculum coverage:
Access to live lessons where appropriate and possible.
Resources loaded on to Microsoft Teams, the Virtual Learning Environment (VLE) and/or Bromcom.
Pastoral contact and support.
The identity/identities of this cohort is shared with all staff members to ensure students receive the
input that they need.
If a child is unwell and too ill to work, when they are well enough contact will be made to support the
child in catching up work if necessary.