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Remote Education Policy


1. Purpose of the Policy

2. Aims

3. Remote Learning

4. Roles and Responsibilities

5. Communication / Awareness of this Policy

6. Equality Impact Assessment

7. Monitoring the Implementation and Effectiveness of the Policy

8. Linked Policies

9. Compliance


1. Purpose of the Policy

Hill Holt Wood is an alternative provision that provides practical and outdoor vocational courses ideally suited to SEND /SEMH Learners. Due to the COVID19 Pandemic Hill Holt Wood as introduced various remote learning opportunities designed to suit the needs of our learners should we need to close, or a learner needs to self-isolate.

2. Aims

• To use online learning as a way of delivering education and instruction to any class, group or small number of pupils who are not physically present in a traditional school setting.
• To ensure the continuity of education for all our pupils by combining face-to-face learning in school with online learning at home (blended learning).
• To ensure compliance with all relevant legislation connected to this policy.
• To work with other online schools to share good practice in order to improve this policy.
• To ensure equality permeates into all aspects of school life and that everyone is treated equally irrespective of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We want everyone connected with this school to feel safe, secure, valued and of equal worth.
• To clearly outline the roles and responsibilities of all those involved in the procedures and arrangements that is connected with this policy.

The following documentation is also related to this policy:

• Guidance for full opening of schools (DfE)
• Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges (DfE)
• Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (DfE)
• COVID – 19. safeguarding in schools, colleges and other providers (DfE)

3. Remote Learning

Through the combined efforts of all the education staff our aim is to:
• Provide a safe online environment where all pupils/students are respected and valued.
• Make learning fun and enjoyable.
• Provide high quality lessons. .
• Set assignments so that learners have meaningful and ambitious work in a number of different subjects.
• teach a planned and well-sequenced curriculum.
• provide frequent, clear explanations of new content.
• monitor how well pupils are progressing and engaging.
• plan a program that is of to the planned Guided Learning Hours set by ESFA/Awarding Bodies
• Ensure pupils are aware when lessons start and end
• Log participation and engagement levels and feedback to parents, either individually or formally through regular contact.
• Contact Learners an/or parents to explore ways to secure re-engagement.
• Assess pupils’ progress
• Ensure learners views are represented

In the event of closure of part closure learners will be provided with the following:

• Online Learning platform and access to materials
• Suggested Timetable (Appendix A Sample) including Live sessions
• Access to Support Ranger and Pastoral Ranger
• Learner Log Sheet (Appendix B Sample)

3.1 Online Learning Platform and Access to materials

• Electronic Formats of the home study packs will be made available to parents/carers and learners using mainly Teams as the central learning platform. Documents will also be made available on the MySchoolApp and the HHW Home study Facebook Group.
• Any adaption to home study ie larger print or if overlays are required, or other resources such as pens and pencils, these can be provided by HHW on request. Unfortunately, we are not able to provide electronic items to carry out home study, print option is available for those without access to technology.
• We will ensure that home learning packs are as flexible as possible and support the learning environment enabling the best aspects of their classroom practice to be transferred into a home teaching and learning environment. It can be customised to meet the individuals needs of a learners and they have 24 hour access to resources and activities
• Hill Holt Wood will gather effective data from learners and parents/carers in relation to technology available to them to support and identify any barriers to learner.

3.2 Timetable

A proposed timetable with guidance on what activities incorporating a blended learning approach of online resources and printed/electronic packs develop by HHW staff. Time has been allocated to support all elements of learning including:
• Functional Skills
• Pathway (Vocational Course ie Horticulture, Animal Care, Construction and Woodcraft)
• Enrichment
• Careers
• Independent Living
• Wellbeing


Each Pathway has its own uniquely designed home study pack by Hill Holt Wood pathway lead rangers. Learners are required to do 1 weekly live session with their pathway lead to discuss home study and understand work set, and two weekly online sessions are available for support. Learners are required to a minimum of 5.5 hours pathway study per week and log their remote study using the learner log. Work can be carried outside of the proposed timetable times however access to support will be limited. Due to Health and Safety regulations the practical work required to meet the criteria of our awarding body must take place onsite, in the event of another national lockdown and school closure HHW will follow the guidance of the Extraordinary Regulatory Framework in relation to alternative assessments.

Functional Skills

Functional Skills home study packs will be issued to all learners to support the timetabled home study hours and also utilise a variety of online resources such as the Oak Academy an BBC Bitesize to ensure a blended learning approach. A weekly online class will take place for all levels to for work to be set and explained/discussed, and two weekly online sessions are available for support. Assessments will be carried out in accordance with Awarding Body guidance.
Enrichment/Careers/Independent Living
Study packs in both print and online and other online resources will be made available through teams as well as other general activities encourage to promote independent living such as cooking have been incorporated into the timetable.



As our learners benefit from the outside and practical elements of studying at Hill Holt Wood we want to ensure they receive those benefits whilst doing home study therefore we have incorporated and encourage utilising study time for activities such as walks, PE, and meditation.


3.4 Support

Support is available for both technical and coursework related issues and can be provided via a variety of methods including telephone, online messaging, and email. Regular contact will be made with all learners to check on them generally, but support can be accessed any time from learners (within office hours). Any concerns of progress in course with be reported to the Pathway Leads and the Training Manager and any safeguarding concerns to be reported to the Pastoral Ranger and/or safeguarding officers.


3.5 Safeguarding

We are committed to safeguarding and promoting the welfare of all learners as the safety and protection of learners is of paramount importance to everyone at Hill Holt Wood. We work hard to create a culture of vigilance and at all times we will ensure what is best in the interests of all learners. We believe that all learners have the right to be safe in our society.

We recognise that we have a duty of care to ensure arrangements are in place for safeguarding and promoting the welfare of learners by creating a positive atmosphere through our teaching and learning, pastoral support.

All Hill Holt Wood staff are DBS checked and receive mandatory safeguarding training and a required to update and maintain training regularly. We also have nominated Safeguarding officers as follows:
• Steve Donagain, Lead Safeguarding Officer
• Sarah Oates Training Manager, Deputy Safeguarding Officer
• Adele Clarkson Deputy Safeguarding Officer


We work hard to ensure that everyone keeps careful watch throughout the provision and in everything we do for possible dangers or difficulties. We want all learners to feel safe at all times. We want to hear their views of how we can improve all aspects of safeguarding and from the evidence gained we put into place all necessary improvements.

Please see our full Safeguarding Policy for further information.

4. Roles and Responsibilities

Roles of the Senior Management Team/Board Of Trustees:

• Responsibility for the effective implementation, monitoring and evaluation of this policy
• Delegated powers and responsibilities to the Training Manager to ensure all school personnel and stakeholders are aware of and comply with this policy.
• Responsibility for ensuring full compliance with all statutory responsibilities.
• Responsibility for ensuring that the school complies with all equality’s legislation.
• Nominated a designated Equalities committee member to ensure that appropriate action will be taken to deal with all prejudice related incidents or incidents which are a breach of this policy.
• Responsibility for ensuring funding is in place to support this policy.
• Make effective use of relevant research and information to improve this policy.
• Responsibility for ensuring this policy and all policies are maintained and updated regularly.
• Responsibility for ensuring all policies are made available to parents.
• Ensure risk assessments are:
          o in place and cover all aspects of this policy.
          o accurate and suitable.
          o reviewed annually.
          o easily available for all school personnel
• Responsibility of involving the Board of Trustees in relation to:
          o determining this policy with the Trustees.
          o discussing improvements to this policy during the school year.
          o reviewing the effectiveness of this policy with the Trustees

Role of Training Manager:

• Work in conjunction with the Senior Management Team to ensure all school personnel, pupils and parents are aware of and comply with this policy.
• Provide training for all teachers on how to use a single, interactive platform effectively in their teaching.
• Ensure good practice is shared throughout the online school.
• Provide leadership and vision in respect of equality.
• Make effective use of relevant research and information to improve this policy.
• Provide guidance, support and training to all staff.
• Monitor the effectiveness of this policy by:
          o monitoring learning and teaching through observing lessons
          o monitoring planning and assessment
          o speaking with pupils, school personnel, parents and other stake holders
          o organising surveys to gauge the thoughts of all pupils.

Role of Pathway Leader (Teachers):

• Create a positive and safe online classroom environment where all learners are respected and valued.
• Ensure all communications with pupils/students and parents is on a professional level.
• Make learning fun and enjoyable where possible.
• Provide high quality lessons and create a lively online atmosphere.
• Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects.
• Teach a planned and well-sequenced curriculum.
• Provide clear explanations of new content.
• Monitor how well pupils are progressing through the curriculum.
• Monitor pupil engagement.
• Plan a programme that is of equivalent length to the core teaching pupils would receive in school. As stated above.
• Report any concerns of engagement, progress or behaviour through the Incident Report Form
• Use both form an informal methods of assessment to ensure learners progress
• Give clear instructions at the start of all online lessons as to what is expected in terms of behaviour such as:
          o how learners may signal to ask a question.
          o when learners should mute their microphones.
          o When/if learners should turn on or off their webcam at the start of each session
• Allow learners sufficient time to make comments or ask questions when prompted.
• Ensure content shared with learners is appropriate, accessible and course related
• give clear instructions when a lesson is coming to an end.
• At the end of each lesson wait for all learners to log off.
• Inform pupils/students in advance if lessons will be recorded
• ensure pupils/students:
          o behave in a respectful, considerate and kind manner.
          o communicate in a courteous way to both teachers and fellow pupils/students.
          o display responsible behaviour.
          o treat others and their opinions with respect, cultural sensitivity and politeness.
          o listen and take direction.
          o are punctual to lessons.
          o are aware of school behaviour systems.
          o participate actively in lessons and complete tasks to the best of their ability.
          o are aware of the materials/content they access online.
          o validate the accuracy of information.
• Look out for any signs of abuse and neglect.
• Report their concerns of abuse and neglect.
• Report all suspected safeguarding concerns and disclosures to the Designated Safeguarding Lead.
• Encourage all learners to:
          o report any form of abuse or online bullying.
o be vigilant against online radicalisation

Role of Learning Support, Pastoral and general Education Staff Rangers: (overseen by the Training Manager)

• Support Pathway Leaders with their responsibilities
• Ensure all communications with pupils/students and parents is on a professional level.
• Log participation and motivation levels and feedback to parents, either individually or formally through regular reports.
• Contact pupils or parents to explore ways to secure re-engagement.
• Provided 121 support in relation to both technical difficulties and course work difficulties via the following
          o Facebook Messenger
          o Email
          o Telephone/Text
          o Teams
• Look out for any signs of abuse and neglect.
• Report their concerns of abuse and neglect.
• Report all suspected safeguarding concerns and disclosures to the Designated Safeguarding Lead.
• Teach all learners to:
          o report any form of abuse or online bullying.
          o be vigilant against online radicalisation

Role of Learners:

• Make efforts to be trained in how to use Teams for remote learning.
• Make efforts to be trained in how to use IT effectively.
• Provide feedback on the effectiveness of remote learning.
• Being aware of and comply with this policy.
• Being encouraged to work in partnership with the HHW by making decisions and exercising choice in relation to their educational programme.
• Listening carefully to all instructions given by the Pathway Lead an Support Rangers.
• Asking for further help if they do not understand.
• Treating others, their work and equipment with respect.
• Follow the school Code of Conduct
• Take part in questionnaires and surveys.

Parents/Carers/Support Workers Responsibilities

• Support the training on the use of remote learning platform Teams.
• Provide for their child where possible;
          o the appropriate IT equipment.
          o a quiet work area.
• Report any concerns around engagement, progress, behaviour or safeguarding to Hill Holt Wood
• Be aware of and comply with this policy.
• Work in partnership with the school.
• Take part periodic surveys conducted by the school.
• Support the school Code of Conduct and guidance necessary to ensure smooth running of the school

5. Communication / Awareness of this Policy

We will raise awareness of this policy via:
• Education Handbook/Prospectus
• Hill Holt Wood website.
• Staff Handbook/Teams
• Meetings with parents such as introductory, transition, parent-teacher consultations and periodic curriculum workshops.
• Training Manager reports to the SMT
• Annual report to parents.

6. Equality Impact Assessment

Under the Equality Act 2010 we have a duty not to discriminate against people on the basis of their age, disability, gender, gender identity, pregnancy or maternity, race, religion or belief and sexual orientation. This policy has been equality impact assessed and we believe that it is in line with the Equality Act 2010 as it is fair, it does not prioritise or disadvantage any pupil and it helps to promote equality at this school.

7. Monitoring the Implementation and Effectiveness of the Policy

The practical application of this policy will be reviewed annually or when the need arises by the coordinator, the Headteacher and the nominated committee member. A statement of the policy's effectiveness and the necessary recommendations for improvement will be presented to the Committee for further discussion and endorsement.

8. Linked Policies

• Curriculum
• E-Safety
• Cyber Security
• Teaching and Learning
• Assessment/IQA
• Acceptable Use of ICT
• Safeguarding and Child Protection
• Equality Impact Assessment

9. Compliance

We believe this policy should be a working document that is fit for purpose, represents the school ethos, enables consistency and quality across the school and is related to the following legislation: 9

• Education and Inspections Act 2006
• Education Act 2011
• Standards and Framework Act 1998
• Education (National Curriculum) (Temporary Exceptions for Individual Pupils (England) Regulations 2000
• Childcare Act 2006
• Safeguarding Vulnerable Groups Act 2006
• Education and Skills Act 2008
• Equality Act 2010
• Children and Families Act 2014
• Special Educational Needs and Disability (Detained Persons) Regulations 2015

Purpose of the Policy
Remote Learning
Roles and Responsibilities
Communication / Awareness of this Policy
Equality Impact Assessment
Monitoring the Implementation and Effectiveness of the Policy
Linked Policies
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