Remote Learning

Swanwick Hall School remote education provision: information for parents and carers

This information is intended to provide clarity and transparency to parents or carers about what to expect from remote education when restrictions require entire cohorts (or bubbles) of students to remain at home.

For details of what to expect where individual students are self-isolating, please see the final section of this document.

Accessing remote education

How will my child access any online remote education you are providing?

All lessons for students in Years 7 – 11 are published on a daily basis on Show My Homework so students are able to follow their timetable. For students in Years 7-11 lessons will be in video format and shared via our Youtube channel, as this is the most accessible format on the devices our students have access to.

Students in Years 12 and 13 will attend live lessons on Microsoft Teams in accordance with their timetable.

Students in Years 7 – 11 will also have weekly contact with their peers and teachers via Microsoft Teams Tutorials.  These take place three times a week at KS3 and 5 times a week at KS5, following the timetable below:


Week A





W/C 8th Feb / 1st March English, Maths, Geography English, maths, Biology, Chemistry, Physics


Week B KS3 KS4


W/C 22nd Feb / 8th March Science, History, MFL English, maths, Options x 3


In addition, your child may be asked to demonstrate their understanding through a quiz on Show my Homework, Google forms or other similar online platforms. Your child will also use Show My Homework to submit their work to their teacher.

Each day at 9:00am all students will meet with their form tutor for a virtual tutor time session: this will take place via Microsoft Teams.

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 students may not have suitable online access at home. We take the following approaches to support those students to access remote education:

The inclusion team at Swanwick Hall School will continue to work hard to spot gaps in learning capacity.   We use a combination of monitoring access to remote learning, submission and completion rates as well as direct questions or offers to families where we come across initiatives such as the national ‘mobile data boost’ scheme offered to support families struggling with data capacity.  Swanwick Hall School has secured and distributed a large number of laptops to ensure that ICT access issues are minimised as far as possible.

Where online access from home continues to be a challenge, the inclusion team will provide hard copies of the lesson resources for students to complete at home.

The remote curriculum: what is taught to students at home

Will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and appropriate.  However, we will need to make some adaptations in some subjects. For example, in practical subjects such as Art, Music, Technology, PE schemes of work will be adapted to take into account the availability of resources that students have at home.

(For more information about our curriculum please visit the school website and take a look at the Learning Journeys for each subject)

Remote teaching and study time each day

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

We expect that students will be engaged in remote learning for 5 hours each day.

How will my child be taught remotely?

We use a combination of the following approaches to teach students remotely:

For students in Years 7 – 11, their teachers will provide recorded audio PowerPoint lessons for each of their timetabled lessons.  Students will also be set short weekly PSHE activities, and can also access optional activities such as ‘Music of the Week’ which is posted on the Show My Homework noticeboard.  Students in Years 12 and 13 will be taught using Microsoft Teams.

Research to date shows that the quality of provision is far more important than how lessons are delivered (eg live lessons as opposed to recorded lessons). We have chosen to deliver lessons for Year 7 – 11 through recorded PowerPoints so that the maximum number of our students are able to access high quality lessons every day, within their family context.

What is most important is that we make sure that every one of our lessons is high quality and is as close as possible to students’ experience in school.  In each lesson we will:

  • Explain to students how the lesson fits in with the bigger picture of their learning
  • Ensure that our explanations of new content are clear, using examples and modelling
  • Break the lesson down into short activities
  • Explain to students how we will be assessing their work

Teachers on occasion may also ask students to access websites such as BBC Bitesize in order to view useful video clips or demonstrations or clips of educational broadcasts (eg the BBC). Where relevant to the scheme of work, teachers might also direct students to resources provided on Oak National Academy, or will use parts of these to complement the lessons.

Resource packs of materials are also provided to students in order to support their remote learning in several subjects (for example source material in History, extracts of novels in English, vocabulary lists in Languages). Where this is the case, the teacher will ask students to refer to the resource booklet during the audio lesson.

Weekly Teams Tutorials will enable teachers to teach aspects of the work that benefit from the live model, or that students have been finding tricky; they will also provide the opportunity for students to discuss their work with their peers and their teacher.

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:

Teachers will assess students’ work in order to help shape subsequent teaching and also to provide students with feedback on their progress.

Students will receive feedback on their work at least once a week in each subject where they have 2 or more lessons a week, and at least once a fortnight in those subjects which they have for 1 lesson a week.  Feedback might take one of the following forms:

  • written responses to a piece of work submitted on Show My Homework.
  • scores and/or written comments on Show My Homework quizzes, Google forms, or other quiz platforms.
  • whole class feedback, either through a whole-class feedback sheet or through focussed feedback at the beginning of a subsequent lesson

Teachers will use a combination of these methods over a period of time.


What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

Expectations for students’ engagement with remote education

Students should:

  • log onto SMHW daily to check the work set.
  • complete the daily lessons to the highest standard they can.
  • maintain our core standards of presentation and ensure the date and title are underlined.
  • ensure tasks are completed in sufficient detail.
  • submit a copy of their work (this can be a photo) to their teacher when requested.
  • respond to any feedback given by their teacher as they normally would.
  • seek guidance from their teacher if they need any help getting up to speed if lessons are missed due to illness.

Expectations of parental support

Parents and carers are encouraged to:

  • help their child establish a routine, including time for breaks and movement.
  • provide support and encouragement. We know each student will respond differently during this period of home learning. Some will thrive on the independence; others will struggle with the lack of structure and social interactions and parents/carers will play an important role in providing reassurance.
  • discuss their child’s work with them and ask them to explain what they have learnt that day.
  • monitor completion of work.
  • communicate to school any barrier to remote education their child may face so we can help.

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

The school will be monitoring students’ engagement with remote education, tracking students’ submission of weekly tasks. This will be recorded centrally, by class teachers for all subjects.

Where engagement is a concern, there will be an escalated process that the school leaders will follow to encourage student engagement:

  • If engagement in a particular subject is a concern, the Student Progress Leader (SPL) will contact parents/carers by telephone to discuss any potential issues.
  • Where engagement is a concern across several subjects, this will be passed onto either the Progress & Achievement Leader (PAL) or Progress & Achievement Manager (PAM) to contact parents/carers by telephone to discuss potential barriers to engagement and how to move forward to engage the student in their remote learning.
  • Where persistent lack of engagement becomes a concern, following contact with PALs and PAMs, the Senior Leadership Team will contact parents/carers by telephone to invite students to work in school to ensure they can access their remote education provision, monitored by staff in school.

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 remote education?

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:

  • Work will be set by class teachers via Show my Homework. It will take in to account the needs of the students 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 students are progressing through the curriculum.
  • Class teachers will use remote education resources with differentiated content for students with SEND where deemed necessary.
  • Parents and students have been given guidance on how to use assistive technology on a range of devices. For example, speech to text and text to speech.
  • Children with Education, Health and Care Plan will be contacted a minimum of weekly if they are not in school.
  • Regular contact with children identified as vulnerable will take place via the Inclusion Team, to ensure that student outcomes are kept at the forefront and that their emotional needs are being met.
  • Parents/guardians of SEND students may continue to require our support at this time and this can be requested by email or telephone call, allowing for private conversations to be had between staff and parents. The SENDco Ms Gregory can be reached at or via the school reception who will ask the SENDco to contact the parent/carer.

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?

If a small group of students is sent home from school to self-isolate, then their class teachers will provide PowerPoints for their lessons on Show My Homework. The work that students will be asked to complete at home will be the same as the work that students who are in school are doing. Students will be expected to hand in their work to their class teachers on their return to school.

If a child is self-isolating for reasons not linked to school (eg if a family member is waiting for the result of a test), then students should use the Oak National Academy website to access lessons which link to the topics they are studying in school.

Examples of online lessons

Year Subject
7 Spanish


8 English


9 French


10 Art


11 Science


Virtual Libraries

In this period of remote learning, we understand that our students are unable to access our library. In order to ensure all students can still access books and read at home, we have collated a list of virtual libraries which are currently providing access to a range of books for free.

We hope our students find these platforms useful. Happy reading!

Student Survey

Thank you to all of you that completed the questionnaire about your online learning. We have looked at the results and wanted to share with you some of the really positive feedback we have received.

  • 63.9% of students agreed or strongly agreed that their audio lessons are easy to follow
  • 80.2% of students found that the challenge level of the work set was ‘just right’
  • 86.5% of students believed they were being set enough work for each subject
  • 93.3% of students had received some feedback from their teachers

As always, we are passionate about improving your learning experience and are working hard to do this!

We have randomly selected the following students for extra points on class charts this week for completing the survey. Well done!

  • Tia Hanson Y7
  • Chloe Skelton Y8
  • Billy Duffield Y9
  • Ellie Horsman Y10
  • Jaye Turkington Y11
  • Nathan Smith Y12
  • Stephanie Hayes