Remote Education Provision - St Wilfrids Catholic High School and Sixth Form College

Remote Education Provision

Remote Education Provision: Information for Parents/Carers

This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education where self isolation is required.

Remote Education where entire cohorts (or bubbles) are required to isolate

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 at home.

The remote curriculum: what is taught to pupils at home?

Where entire cohorts (or bubbles) are to remain at home, teaching will revert to remote education immediately. Students will continue to follow their usual timetable.

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

The same curriculum will be taught remotely as we do in school wherever possible and appropriate. The only exception to this are Core PE lessons. These lessons will require students to come away from a device to engage in a variety of practical activities, theory and exercise but will not be taught live. PSHCE will not be taught for 20 minutes on a Tuesday morning by their Form Tutor, but Years 7 – 9, 11 – 13 will continue to be taught Personal Development lessons.

How many hours work can I expect school to set each day?

All students from Year 7 – 13 will follow their normal school timetable. For students in Years 7 – 11 this will be 5 lessons per day (5 hours). Students in Years 12 and 13 will have, on average, 3 teaching hours per day as per their timetable but are expected to complete 2 hours further independent study each day to consolidate the work set by teachers.

Accessing Remote Education

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

Remote learning at St Wilfrid’s will take place over the Microsoft Teams platform. Microsoft Teams can be accessed through via Office 365 ( or alternatively by downloading the desktop app using the following link Microsoft Teams App.

You should log in using your school username ( and password.

Once within Office 365 or the Teams app, students should select ‘Teams’ from the top/side of the screen. From here, students will be able to access each of the ‘Teams’ for their timetabled classes / subjects.

To support with accessing live lessons please see the Student Guide here – Live Lessons Student Guide.

If you have any issues accessing the systems please contact IT using the following email address: or fill out a support request here

If my child does not have digital or online access at home, how will you support them to access remote education?

St Wilfrid’s recognises that some students may not have online access at home. To address this we have the following arrangements in place:

  •  Requests can be made to loan a student laptop using the following email:
  •  Wireless 4G dongles can be provided to enable internet access with a suitable bandwidth.

If parents/carers wish to request further information and support to loan equipment, please email:  Parents / carers will sign a user agreement and be provided with the necessary equipment.

How will my child be taught remotely?

Remote education at St Wilfrid’s will include a combination of teaching approaches using the Microsoft Teams platform, including:

  • Live teaching (online lessons)
  • Recorded teaching e.g. recorded lessons from classroom teachers and Oak National Academy lessons
  • Independent study
  • Commercially available websites that school currently subscribes to e.g. Hegarty Maths, Educake (Science), EverLearner (PE), Accelerated Reader (English).

Both the Department for Education (DfE) and the the Education Endowment Foundation (EEF) have confirmed that the ‘quality of remote teaching is more important than how lesson are delivered’ and that there is ‘no clear difference between teaching in real time (synchronous provision) and alternatives (asynchronous provision).

Engagement and Feeback

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

Normal behaviour for learning expectations will apply during remote lessons and while we know that the overwhelming majority of our students will follow these rules we ask that you help us to enforce them at home, if you are able.

  • Students should follow the normal behaviour expectations as they would if they were physically present.
  • Students should access the lesson from an appropriate study space.
  • Students should not record the lesson using any device.
  • Students must not attempt to share any unnecessary materials/communication with the rest of the group or interrupt the lesson in any way.
  • Students should keep their cameras off unless they are asked to turn it on by the teacher.
  • Students should mute their mics unless they are asked to speak.
  • If students would like to ask (or answer) a question they should use the “hand-up” button or use the “chat function”.
  • Students should complete all work as they would do if they were physically present in the classroom.

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

Within day to day teaching, staff will use SIMS to log where stduents have not attended live lessons. A message will be communicated with parents using the SIMS Parent App for immediate notification.

School will also collate remote learning engagement indicators from class teachers using a 3 week cycle. Where indicators identify that students have not engaged fully with remote learning, parents will be contacted by either:

  1. The head of subject (if 1-2 subject concerns)
  2. The head of year (if 3-5 subject concerns)
  3. A member of the senior leadership team (where 6+ subject concerns)

We will work closely with parents to ensure that support is in place to facilitate active engagement in remote learning provision.

How will you assess my child’s work and progress?

The nature and frequency of marking and feedback varies by age group, subject and what works the best for the individual student and for the particular piece of work being assessed. As a result, teachers are encouraged to be pragmatic and adjust their approach accordingly with remote learning, yet linking it to the school’s assessment calendar. The teacher will set and assess specific targeted tasks, identified in the schemes of work or in their departmental assessment calendar. St Wilfrid’s will suspend the use of physical stamps ‘Challenge, Tip, Think’ that are used in exercise books/paper but will maintain the ‘Success’ criteria on MS Teams. Not every piece of work will be marked, commensurate with what would generally happen in a lesson in school. Although, feedback feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback and online quizzes marked automatically via digital platforms may be used to identify gaps in student knowledge and address misconceptions that may arise. Our approach to feedback and the frequency of this mirrors that of the school policy, which can be found using the following link

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 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 pupils in the following ways:

  1. SEND students will be invited into school in line with DfE guidance. This will ensure support can be provided with access to remote learning and successful completion of work set.
  2. Each family / pupil will receive weekly communication from a link worker (LSA).
  3. User guides will be shared / highlighted with parents and IT support provided where required.
  4. Workbooks / workpacks will be provided to families where such provision/support is more suitable.
  5. Easby have set up an Easby Team for access to the SEN support team.

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 differ from the approach for year group cohorts. 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?

Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will differ from the approach for whole groups. Where appropriate, teachers will co-teach students in school whilst dialling in to students isolating via the Microsoft Teams platform. However, this is not a school / trust wide expectation due to the challenges of teaching students both at home and in school. In such circumstances, teaching staff will ensure that all lesson resources e.g. powerpoints, worksheets, videos are available to students within their subject Team. The lesson resources will remain in sequence with that of the students being taught within school in all cases and feedback will be in line with that of the school policy previously referenced.

Responding to initial Disclosures

It is important to stay calm and keep the environment you are in as relaxed as possible, this will help to support the young person. Remember, issues around sexting are a safeguarding issue, and you should therefore ensure you follow your setting’s safeguarding policies and processes.

If you are not a DSL, you should refrain from asking for further information about the imagery.

Remember not to use language that implies blame or judgment. Recognise the courage it has taken to speak up and reassure them that they have done the right thing by raising their concern. Let them know that you will need to pass on this information to the DSL and be clear that this is so that you can provide the best possible support for them.

You can find out more about how to handle a sexting incident with our downloadable guidance.

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Responding to a Sexting Incident as a non-DSL

The 2020 guidance from the UK Council for Internet Safety (UKCIS) shares the following guidance on how to respond to an incident involving sexting.

  1. Report it to your Designated Safeguarding Lead (DSL) or equivalent immediately, your setting’s child protection policy should be followed, and the young person should be reassured about the reporting process and support available from DSLs.
  2. It is illegal to view, share, save, or request that the young person share or download the imagery. If you do see the imagery by accident, you should report this to the DSL and seek support.
  3. Do not interfere with the imagery by deleting it or asking the young person to delete it.
  4. Do not request further information regarding the imagery from the young person.
  5. Do not share information about the incident to other members of staff, any young people involved, or parents and carers.

For further information, read the UKCIS guidance overview here.

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Responding to a Sexting Incident as a DSL

Every instance of sexting is different, and there are many factors to consider when responding to a sexting incident, including aggravating factors such as:

  • Adult Involvement
  • Intent to Harm: Instances of abuse, blackmail, and coercion.
  • Reckless Misuse: Images sent without consent or without thought, but without intent to cause harm.

To find out the full guidance on how to address and assess a sexting incident with consideration of any aggravating or experimental factors, DSLs should read 1.6 ‘Understanding motivations and behaviour' of the UKCIS Guidance.

As a DSL, it is important to gather as much information as possible, including:

  1. Information on whether the incident involves images, videos, or messages.
  2. Who is featured in the content.
  3. Who sent the content.
  4. If any adults are involved
  5. Where the content is located.

It is essential to record all decisions and steps taken during a sexting incident. Any documentation should explain why certain actions were or were not taken. Examples of this include explaining why it was not necessary to report an instance of sexting to the police, and why it can be handled internally. Remember, your approach should be child-centric and all decisions need to be justifiable and taken in the best interests of the child.

Once a sexting incident has been addressed, it is essential that your organisation reviews the case to see where procedures and responses can be improved or learned from. In line with your setting’s safeguarding policies and practices, you should ensure the child is provided with appropriate post-incident support as required.

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Reporting to the Police and/or Local Authorities

There are occasions where sexting incidents do not need to involve the police, such as when an incident is ‘experimental’ rather than ‘aggravated.’ An experimental incident involves the sharing of nudes or semi-nudes without adult involvement and with no apparent intent to harm or reckless misuse.

Aggravated or abusive incidents of sexting should always be reported to the police through the Multi-Agency Safeguarding Hub (MASH).

Once an incident has been reported to the police, they will be able to ensure a thorough investigation through the collection of all evidence. Any incident reported to the police will be recorded as an incident on their crime systems.

If a device needs to be passed on to the police, the involved devices should be disconnected from Wi-Fi and data and turned off immediately. The device should be locked in a secure place until the police are able to collect it.

To find out more information about the reporting process, you should read 1.9 ‘The Police Response’ of the UKCIS Guidance.

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Informing Parents

Generally, when incidents are disclosed, it is best to tell the parents or guardians of any young person involved. Exceptions can include when there is a risk or harm to the child by doing this, or if the young person expresses that this could cause a genuine problem.

Whether to tell the guardians or not is ultimately up to the DSL's discretion, however, they should always ensure to record and justify their decision within the establishment incident logs.

If the parents are informed, it is usually best to support the young person and involve them in deciding how to approach the conversation, by finding out what would make it easier for them (e.g. being present at the time or not).

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Reporting CSAM

Any incident that includes CSAM content online should be reported to the Internet Watch Foundation (IWF), who can identify and remove any content that includes child sexual abuse imagery.

You can also encourage children under the age of 18 to use Report Remove to help get an image or video of themselves taken down online. Report Remove is provided by IWF and Childline, and keeps the young person informed at each stage of their report, whilst providing further support when necessary.

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