Remote Learning2021-04-20T11:45:36+00:00

Remote Learning Provision at Temple Moor

Where it is not possible for teaching and learning to take place face to face, TMHS is committed to safeguarding students’ access and entitlement to the full curriculum via remote learning.

All information relating to remote learning will be provided for parents via the MyEd application with remote learning information for all students posted to Class Charts. We strongly encourage all parents to download both these applications and for all students to download the Class Charts application on their mobile phones and tablet devices.


As remote learning relies on access to internet and appropriate technology, we will routinely survey students’ access to these facilities, where a students does not have sufficient ICT access to support access to learning, alternative arrangements will be made so that students are not disadvantaged, please see below for further details.

student support
parent support

Please note that a student’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?

On the first day of being sent home to isolate, pupils will engage with remote learning on Tassomai for Core subjects. Class Charts will also be utilised to set subject specific learning, this learning will be set for whole year groups and aim to consolidate their prior learning in the first instance.

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?

Our remote learning provision mirrors the full curriculum offered in school where possible, we operate a two-week timetable and where a year group, or all year groups, are accessing learning from home our remote learning cycles will mirror this two-week timetable as indicated below.

Remote learning will follow Schemes of Work being delivered in school, with teachers continuing to sequential plan knowledge and skills so that students continue to make incremental progress.

Subjects that require a practical approach, will set learning which underpins students’ theoretical understanding.

We strongly encourage all students to follow their normal school timetable, this can be viewed by parents on Class Charts, the MyEd app and in the student’s planner.

Alternatively, parents, carers and students can use this template HERE and guidance HERE to plan the full school week, taking into consideration other variables in their home arrangements.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

When not in school, students tend to work at a different pace to their peers. We expect that remote learning (including LIVE lessons, tutorials and independent work) will take students the following number of hours each day:

The work setting cycles below have been developed in response to feedback from both students and parents and are intended to support students with managing their time when not in school for face to face lessons. These cycles will take effect when a full year group or indeed all year groups are not in for face to face teaching.

Key Stage 3 Cycles

Key Stage 4 Cycles

We encourage all parents and carers to support student to engage with further learning, a range of platforms can be utilised to support this:

The Oak National Academy


BBC BiteSize

Seneca Learning


Hegarty Maths

In the event of partial school closure, we will also share a range of educational enrichment activities for students and their families to engage with via Class Charts at the end of each week.

Accessing remote education

How will my child be taught remotely and how we access any online remote education you are providing?

Where students are required to self-isolate, all learning, supported by audio recordings, will available to view on Class Charts for parents and students. Login information has been issued at the start of the academic year and are also in the planners of all students, should this information need to be reissued, please contact the school via the MyEd application.

Subjects may use the following platforms to set remote learning appropriate to their discipline, where this is the case relevant login details have been issued to student by form tutors; however these can be reissued on request via the MyEd application or alternatively students can contact their form tutor via Class Charts.


Seneca Learning


Hegarty Maths

Where entire year groups are not in school for lessons, our remote learning provision will take a blended approach with a mixture of LIVE lessons, tutorials and independent work. All LIVE lessons and tutorials will be delivered on Microsoft TEAM and take place within timetabled slots. Students must use their Office 365 logins to access Microsoft TEAMs, which can also in their planners or can be requested again from school.

Microsoft Teams

Students in Key Stage Five will have all their lessons via Microsoft TEAMs in either case.

Please take the time to view our student page for student guides and video tutorials for each of these online platforms.

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:

Requesting a loaned device

To support students with their remote learning during the Covid-19 pandemic, Temple Moor was successful in obtaining an allocation of Department for Education (DfE) devices. This was based on the number of children who are registered as Free School Meals (FSM). Schools were not provided with enough devices to support every vulnerable child that requires one.

In line with the guidelines issued by the government, the laptops have been prioritised for use by the following groups who have informed us they do not have digital access in their family household.

  • Priority group 1: Looked After or Educational Healthcare Plans that are shielding.
  • Priority group 2: Year 11 Disadvantaged children (FSM ever 6)
  • Priority group 3: Disadvantaged children from Yrs7-10
  • Priority group 4: All other students who attend Temple Moor High.

Devices issued are subject to parents/carers signing the loan agreement form. Additionally, devices remain the property of Temple Moor High School and any damage or loss must be reported to the school immediately by parents. Students with loaned devices will have their lesson engagement and homework submission monitored on a weekly basis. Improper use of the device will result in this being recalled, as set out in the loan agreement.

Students will use their Temple Moor 365 Office log in details to access live lessons via TEAMs and work set through Classcharts. No other software is required for student use.

Parents who wish to enquire about the availability of a digital device are asked to request the school.  This can be either emailed to or through discussion with your child’s Pastoral Officer. Further information on the allocation and eligibility criteria can be found below.

Get laptops and tablets for children who cannot attend school due to coronavirus (COVID-19) – GOV.UK (

Additional Data

Schools can also support children to get online using free mobile data increases or 4G wireless routers provided by the Department for Education. Disadvantaged children and young people that do not have access to the internet are eligible and asked to contact for further information.

This scheme temporarily increases data allowances for mobile phone users on certain networks. This will allow personal devices to connect to the internet via a mobile phone so students can access remote education during periods of blended learning or disruption. Schools have been asked by the government to make these requests for each family. Please be aware that mobile data increases are not currently available to young people over the age of 16 in sixth-forms and further education. This scheme is available for children in school years 3-11.

Additionally, families may require a wireless router to access the internet. Schools, colleges, further education providers, trusts and local authorities in England can request 4G wireless routers for disadvantaged pupils and students who are experiencing disruption to face-to-face education and do not have fixed broadband or access to the internet at home.

Completing and submitting work

We are aware that for some students’, access to a digital device may be limited to a shared mobile phone. To support students, the policy at Temple Moor High school is that where it is appropriate, students will receive online live lessons and/or tutorials through their scheduled teachers. For example, this may occur in the event of a year group bubble collapsing. If a student is isolating, work can be accessed via the Classcharts platform. This will enable full curriculum coverage for students across Key Stages 3-5.

Classcharts and Microsoft TEAMs can be fully used through a mobile device and work can then be completed on paper and submitted as photograph evidence on Classcharts. Students should continue to use their school books whenever possible if this is the case.

A student may have a barrier to learning by being not able to access their lessons or submit their work due to either lack of access to a digital device or insufficient data/broadband. In this instance, we would ask that you contact the school to discuss these barriers to learning. For families in which a solution can’t be reached, a school place may be available, as set out by the DfE under the vulnerable learner criteria.

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 students to engage fully with all learning set for them and to always seek support from their teachers on Class Charts as and when needed. We expect students to stick to their normally daily routines as they would in school as much as possible. This will support students to complete all learning, support their physical and mental welfare and ensure they maintain good learning habits for when they return to school.

Our parent page LINK HERE provides some useful information on how parents can support students at home. Where students are experiencing difficulties with their work, please encourage students in the first instance to contact their teachers via Class Charts. Alternatively, parents can contact their child’s Head of Year via the My Ed and the e-mail addresses below:

Pastoral Officer (Year 7) :

Pastoral Support Officer (Years 8) :

Pastoral Support Officer (Year 9) :

Pastoral Support Officer (Year 10) :

Pastoral Support Officer (Year 11) :

Pastoral Leader (Post 16) :

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

Teaching staff will use Class Charts to share with parents the work which has been submitted each week. The Class Chart parent guide shows you how to check submission data for your child so you can see the remote learning that remains outstanding.

Where a student’s engagement with remote education falls below an acceptable standard, including attendance to LIVE lessons, parents will be contacted via a message on the MyEd application. This is intended to notify parents so they are aware and we can work with them to provide relevant support. Conversely teaching staff will continue to issue positive comments to students on Class Charts to praise both effort and engagement with remote learning. This too can be viewed by parents to celebrate the success of students.

Fortnightly phone calls from staff at the school will be aimed at both checking in with students and, where relevant, investigating the reasons behind a lack of engagement.

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 students. Whole-class feedback and quizzes marked automatically via digital platforms are also valid and effective methods which feature in our approach to feeding back.

However, what is most useful is that the checking of students learning informs subsequent planning which is why all remote learning is submitted electronically, as this allows staff to check for misconceptions and gaps in knowledge. This diagnostic checking of work will support staff to plan subsequent lessons to address these gaps so that students continue to make good progress.

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:

Special Educational Needs Support (SEND) arrangements for remote learning.

The offer shown below applies to any students that are being taught remotely.

As stated in the government guidance:

‘Where a class, group or small number of pupils need to self-isolate, or there is lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education’.

Temple Moor will ensure:

  • Work will be set by class teachers. It will take in to account the needs of the pupils in their classes and will follow a well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject.
  • Teachers will check work regularly to gauge how well pupils are progressing through the curriculum.
  • Weekly contact with Students via Microsoft Teams, email or a Telephone call, to ensure that pupils outcomes are kept at the forefront and that their emotional needs are being met. This contact will be increased for students who are identified as needing additional support
  • Teachers will set a mix of blended work (live or pre-recorded lessons and online work set on Class Charts) and provide resources for individual SEND Students relating to the outcomes/targets on their EHCP or SEND support plans.
  • Teachers will use remote education resources such as Oak National Academy specialist content for pupils with SEND. This covers communication and language, numeracy, creative arts, independent living, occupational therapy, physical therapy and speech and language therapy. This will complement the other remote education resources set by teachers.
  • We will provide printed resources, such as workbooks and worksheets for pupils who do not have suitable online access.

Provision for SEND Students at home:

  • Live lessons. All students at Temple Moor will receive live lessons, alongside tutorial. The Live lessons will by taken by the student’s normal classroom teacher. Devices have been made to students who have accessibility issues.
  • Online interventions via Microsoft Teams, such as precision teaching, RWI Interventions, SNIP Literacy and Reciprocal Reading. These will be delivered by Teaching Assistants.
  • Pre-recorded lesson and activities provided by the class teacher or Teaching Assistants. Audio clips and additional instruction will be required to work SEND students in understanding, completing and submitting their work

Parents of SEND pupils may continue to require our support at this time and the messaging facility on Class Charts between staff and parents should be used. The SENCO can be reached at

Resources that support our pupils’ SEND needs have been uploaded on to the school website in the SEND section. These will continue to be updated throughout the school year.

Provision for SEND students in school

  • Students will be in Year group bubbles, supported by teachers and Teaching Assistants. All students who have an Educational Health Care Plan (EHCP) are encouraged to attend school as part of our vulnerable worker group. Additionally, specific SEND students may be invited into school, if they are considered vulnerable by Pastoral and SEND leaders. For some students, who are Critically Extremely Vulnerable and required to shield (CEV), this offer is ongoing and subject to parental guidance. All EHCP students in school have had a risk assessment conducted in relation to their needs.
  • All SEND students will also have full to their relevant curriculum through planned live lessons, work set by class teachers and published on Class Charts. Work that is set should be differentiated to meet the students’ needs.  Support tutorials will be scheduled to support students, both in and out of school
  • In class provisions, such as precision teaching, Numicon, SNIP Literacy, Reciprocal Reading, SLOW writing will be used in conjunction with a student’s normal timetable to provide targeted work when possible. This will be supported by Teaching Assistants working in with selected SEND students, strictly following Covid-19 working protocols.

For SEND students at school or home:

Students will have full access to a range of physical and virtual resources. These include the following.

  • Provision required for a child to meet the outcomes on their Education Health Care Plans, wherever possible
  • Visual supports such as visual timetables, working memory boards, now and next cards or task cards.
  • Coloured overlays and sensory resources
  • Technology where appropriate.
  • Access to resources to support emotional well-being, such a vlogs from the Mental Health Practitioner
  • Online provisions, such as, iDL, Tassomai, Hegarty Maths
  • Interventions will take place via TEAMS. Trained Teaching Assistants will deliver these interventions (following government social distancing guidelines and hygiene for those in school).
  • Students will have access to Behaviour Support Plans should they need one.
  • SEND support plans will continue to be in place for Students on the SEND register and reviews will be conducted via Teams or Telephone call.
  • EHCP annual reviews or meetings will be held via Teams/Telephone call with professionals and parents.

Remote education for self-isolating pupils

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

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.

In such circumstances students will be added to a ‘Isolating Students’ group on Class Charts appropriate to their year group, remote education for each subject will be set for them that follows the Schemes of Work being taught in class so that students’ absence does not disadvantage their learning or progress. This remote education will be submitted electronically so that feedback can be given in the different forms described above. Students will be able to maintain contact with their teachers at all times via the Class Charts messaging system

Safeguarding and remote learning

With these new ways of working our Safeguarding procedures have been updated to cover remote education. This policy can be access HERE:

Video Tutorials

We have created some video tutorials which we hope you will find helpful

Using Microsoft TEAMS

Using ClassCharts

The purpose of home learning is for students to develop and deepen their understanding, skills and knowledge and thereby gain greater independence in their learning.