Vermont School recognises that it is important to provide a high-quality remote education when it is not possible for some or all children to attend school. Remote education will only be considered when pupils are unable to attend school in person but are able and well enough to learn at home. It is a temporary measure and should not be viewed as an alternative to attendance at school.

Circumstances may include:

• Short-term illness, operations, or recovery periods.

• Exceptional circumstances where attendance at school is not possible due to health or safety reasons.

• Emergency school closures or restrictions, such as during a pandemic.

Aims

Vermont School aims to:

• Ensure consistency in the approach to remote learning for all pupils.

• Provide clear guidance for safeguarding and data protection during periods of home or remote learning.

• Maintain high-quality teaching and learning provision, whether onsite or remotely.

• Set out expectations for all staff, pupils, parents and governors in supporting remote education.

• Ensure remote education is only used as a short-term solution where attendance is not possible.

Prioritising Attendance

Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. Remote education should not be viewed as an equal alternative to attendance in school. We only consider remote learning as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers.

Provision and Learning

Vermont School will ensure that remote learning is meaningful, ambitious and reflects the curriculum provided in school.

Provision will:

• Include daily Maths, English and phonics/spelling, and weekly wider curriculum subjects.
• Be adapted to reflect individual EHCP outcomes.
• Be provided through Class Dojo or Google Classroom, with paper-based alternatives where required.
• Include regular opportunities for feedback and communication with teachers.
• Be mindful of screen time and the regulation needs of pupils with SEMH.

Online Platforms at Vermont

At Vermont School, we use a range of secure online platforms to enhance teaching and learning both in school and at home. These platforms support the development of key skills, provide opportunities for practice and consolidation, and help strengthen the connection between home and school. Pupils can log in from home to continue their learning.

Our chosen platforms include:

• TT RockStars – to practise and improve times tables fluency.
• NumBots – to develop strong foundations in number and calculation.
• SumDog – to build maths and literacy skills through interactive games.
• Class Dojo – to support communication between home and school and celebrate pupil achievements.

Safeguarding

Safeguarding remains a priority during any period of remote learning. All safeguarding and child protection policies remain in force. Staff, parents and pupils must adhere to expectations for online safety and appropriate conduct.

Pastoral Support

We understand that remote learning may be a challenge for some pupils. We will continue to offer pastoral support to check in and ensure our pupils feel connected to their peers and class team. In some circumstances, we may offer virtual check-ins with the Pastoral Team to encourage regular communication between staff and our children.

Data Protection

All staff will adhere to GDPR and data protection legislation during periods of remote learning.

This includes:

• Using only school-approved platforms (Class Dojo, Google Classroom).
• Not sharing personal data outside of school systems.
• Using school devices for handling personal information wherever possible.
• Ensuring devices are password-protected and secure.

Roles and Responsibilities

Governors responsibilities:

• Monitor the effectiveness of remote learning provision.
• Ensure safeguarding and data protection requirements are met.
• Support Senior Leaders in decision-making around remote learning.

Designated Safeguarding Leads (DSL) responsibilities:

• Ensure children and families are remaining in regular contact with the school.
• Ensure online learning is supervised appropriately.
• Ensure any concerns are logged and acted upon in line with safeguarding procedures at Vermont School.

Senior Leaders responsibilities:

• Coordinate the remote learning approach across the school.
• Ensure provision reflects the needs of our pupils.
• Monitor the quality, engagement and safeguarding aspects of remote learning.
• Ensure vulnerable pupils are supported to access remote learning.
• Oversee training for staff in the use of Class Dojo and Google Classroom.
• Ensure equitable access to devices, internet and printed resources where necessary.

Teachers responsibilities:

• Provide daily learning opportunities in English, Maths, phonics/spelling and wider curriculum subjects.
• Use Class Dojo as the primary communication platform, with Google Classroom in the event of extended closures.
• Adapt provision to meet the needs of our pupils.
• Provide feedback on submitted work, acknowledging effort and giving specific guidance where appropriate.
•  Maintain regular communication with our families and record engagement.
•  Report safeguarding or wellbeing concerns to the DSL immediately.

Pupils responsibilities:

• Engage with remote learning to the best of their ability.
• Follow behaviour expectations as outlined in school policies and remote learning protocols.
• Ask for help when needed and communicate with their teachers.
• Take care of any loaned devices or resources provided by the school.

Parents responsibilities:

• Support their child to access remote learning by creating a safe and quiet environment where possible.
• Inform the school office if their child is unwell or unable to engage in learning.
• Maintain communication with the school, raising concerns respectfully.
• Supervise online learning in line with safeguarding expectations.
• Support their child in following online behaviour and safety protocols.
• Take care of devices loaned by the school.