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Remote Education Provision

Remote education provision: information for parents (Revised Feb 2021) 

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

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

The remote curriculum: what is taught to pupils at home

A pupil’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?

At FCHS we have adopted a tiered approach to our T&L Provision and Continuity Plans. Our two stages that apply for this guidance are Stage C and Stage D.





Hybrid: Isolating Bubbles

  • Standard practice with social distancing procedures in place for on-site bubbles.
  • Isolating bubbles following amended school timetable remotely via MS Teams
  • Isolating colleagues to deliver, with agreement, broadcasted live sessions
  • Onsite provision for vulnerable and keyworker students from isolating bubbles


Full Lockdown

  • Students following school timetable remotely via MS Teams
  • Onsite provision for vulnerable and keyworker students

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?

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, practical based subjects may deviate away from medium term plans to better meet the restrictions of remote learning.

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 remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Key Stage 3

Remote ‘Live’ Lessons or Independent Support Lessons are provided as followed:

5 x 45min lessons

1 x 15min tutorial time

Totaling 4 hours.

Your son should also expect additional independent study tasks that should take approximately 1hour.

Key Stage 4

Remote ‘Live’ Lessons or Independent Support Lessons are provided as followed:

5 x 45min lessons

1 x 15min tutorial time

Totaling 4 hours.

Your son should also expect additional independent study tasks that should take approximately 2hours.

Key Stage 5

Your son/daughter should follow their standard timetable lessons. Some sessions will be delivered as Remote ‘Live’ Lessons and some as Independent Support Lessons.

For whole school closures we will be suspending Core RE, Silent Study and Recreational Sport.

Below you will find the revised school times:

To support with set-up and screen time all remote lessons will be 45minutes in length, with extended transitions between lessons.

Please note for assessment weeks – Year 11 and Year 13 will follow a slightly different structure to accommodate access arrangements and assessment submission. Nonetheless, they will still commence at the same time.



Lesson Duration













































*Transition time to allow students to complete any outstanding tasks, submit work, receive further support if required or undertake a screen rest break.

For whole school closures we will be suspending Core RE and Structured Study at 6th Form. PSHE will be set, with advance notice.

Accessing remote education

How will my child access any online remote education you are providing? What digital education platforms are you using?

A digital education platform is a purpose-built platform designed to support remote learning and independent work. Utilising Microsoft's Office 365 Education, at Finchley Catholic High School, we are able to communicate directly with pupils, set individualised tasks, let pupils work together, and easily give personalised feedback.

In addition to the basic features of Office 365, the education version provides a wide range of specifically designed tools for students and teachers. These tools include but are not limited to Microsoft Teams for Education and OneNote for Education.

Microsoft Teams for Education
Microsoft Teams for Education is an essential tool for remote learning and remote teaching, and it wouldn't be wrong to say that it is a complete distance learning solution. The digital hub brings together apps, conversation, assignments, and content in one place, allowing teachers and staff to create vibrant digital classrooms for the students.

OneNote for Education
OneNote Class Notebook is a digital notebook for the whole class to store text, images, handwritten notes, attachments, links, voice, video, and more. It allows staff, students, and teachers to transform the way they collaborate and makes it easier for them to organise their work

Each OneNote Class Notebook is organised into three parts:

  1. Content Library — a read-only space where teachers can share handouts with students.
  2. Collaboration Space — a space where everyone in your class can share, organise, and collaborate.
  3. Student Notebooks — a private space shared between the teacher and each individual student. Teachers can access every student notebook while students can only see their own.

We continue to use ClassCharts and individual departments continue to use established software programmes such as MangaHigh.

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

We are aware that many students in our families do not have exclusive use of a laptop and this has been considered in our plans. Staff are aware of this and are taking it into account in their planning. Please be aware that any device can be used to access live lessons free of charge so a phone or tablet can be used as well as a laptop. Many students are accessing lesson on their own phones or a phone belonging to a member of their family.

In addition, all live lessons will be recorded so students sharing devices can access lessons retrospectively at a time more convenient to them. Also, while many lessons will be live, some lessons will give the opportunity for students to work independently on tasks set by their teachers, but teachers will be available on Teams to answer queries and questions that students have. This means that no new material will be covered in these lessons and these lessons will be labelled as 'independent support' lessons so you will know when these are scheduled. We hope that this provision will enable students who are sharing devices to be able to schedule their days accordingly.

Nonetheless, we continue to recognise that some pupils may not have suitable online access at home. If you would like more information on laptop or connection issues please contact and address your request F.A.O. R O’Donnell

An audit was carried out in spring 2020 and then again in autumn 2021 to ascertain the access to technology status of your young person. This provided our starting point to determine if they who needed to be issued with a device. In addition, you were directed to a ‘Mobile Data Survey’ so that you could register your need for us as a school to apply for mobile data top-up via the DfE scheme.

Your young person’s Pastoral Leader is referring on the names of young person for whom:
(i) they or a member of their team have become aware of an access or internet issue via communication with you

(ii) they or a member of their team have become aware of an access issue or internet via communication with subject teachers who have raised concerns

In situations where further information is needed, a follow up phone call will be made to ascertain your young person’s need.

Due to the limited supply of devices, these are not available on request but we will do our best to provide a device if it is evident that learning is being affected by access issues.

If a device has been allocated to your young person, you will receive a telephone call so that delivery can be arranged. We will ask that you and your young persons sign for the device upon receipt.

During Lockdown 1, students who did not have access to technology were sent packs of work on a weekly basis. So far, this has not been necessary during Lockdown 2; however, if circumstances change, this information should be sent to F.A.O. R O’Donnell.

A range of methods can be used by students to submit their work to their teachers. In cases where access to technology is limited, this can include taking a photograph of the work and sending the image to their teacher either via Assignments on Microsoft Teams, Class Charts or email. If this method is not possible, this information should be sent to F.A.O. R O’Donnell.

How will my child be taught remotely?

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

     A. Remote ‘Live’ Lessons
     B. Independent Support Sessions.

We would like all students to be in receipt of live remote learning and receive ‘face-to-face’ interaction with teachers, however, we appreciate and understand the pressures on colleagues and the need to provide students with time to undertake independent study.

Independent support lessons should also support varied student access and siblings and families to manage their technology planning.

Remote ‘Live’ Lessons

Scheduled as per standard procedure. Sessions to follow the Activate, Explain, Practise and Reflect process. Mainly focused on teacher delivery.

Independent Support Lessons

Scheduled as per standard procedure – made clear in the lesson title. Students set independent learning tasks.

During independent study sessions, Teachers make themselves available via their Class Team to host any questions, check work or provide feedback.

We further supplement our provision using commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences. These are shared by teachers.

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 all students to be present and engaged in their learning. Ideally your child should have a designated workspace and be ready and equipped to start their school day. They should have access to their school books, paper and adequate stationery.

They should follow their revised learning timetable. It is encouraged that between lessons, during break and lunch and in an evening your child minimises their screen time. This is to support their well-being and mental health. They should not engage in playing games or deviate from activities set in lessons.

Many teachers will require students to contribute and it is often preferable via microphones to support pace and to enable quick feedback

At all times we ask students to follow our Online Learning Protocols and adhere to our Acceptable Use Policy.

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

Each day we take our set registration marks, from this data we will contact parents to identify non-attendees. We also systematically pull attendance from lessons across the timetable week.

Subject teachers utilise the MS Teams Insight function. Insights in Microsoft Teams uses at-a-glance data views to help teachers catch up your child’s Teams activity, from assignment turn-in to engagement in class conversations.

Pastoral Leaders and Form Tutors are notified of any concerns and follow-up actions are taken.

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

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. It will vary from subject to subject.

Our approach to feeding back on pupil work is to attempt to follow the departmental assessment and feedback schedule, meet school policy and acknowledge work as frequently as possible.

Teachers use the Assignment function within MS Teams, as well as MS Forms and ClassCharts to support this area.

We ask that teachers refrain from setting lots of separate homework tasks for Years 7 and 8. However, it is both acceptable and desirable for teachers to ask students to upload and complete class work outside of lesson time so that teachers are regularly able to check on student progress and engagement as well as provide feedback.

For Years 9, 10, 11, 12 and 13 homework should be used to support curriculum coverage and this will be at the teacher’s discretion and dependent on the needs and context of their classes. For exam-based classes students will benefit from guided and explicit revision and revisiting tasks. Where homework is set it should follow the normal homework timetable and must be appropriate to cover a range of technology accessibility.

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:

  • Continued contact with their assigned key worker
  • Encouragement of teachers to set appropriate work to meet a range of need
  • Further sharing of best practice with home and teachers

If you need any further assistance, please contact Ms C Rendell,

Remote education for self-isolating pupils

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.

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

To ensure individual pupils self-isolating are taught a planned and well-sequenced curriculum with meaningful and ambitious work each day in a number of different subjects, including providing feedback we have developed the below approach (Stage B).

  • Standard practice with social distancing procedures in place for on-site learners.
  • Isolating students set work via ClassCharts and MS Teams / OneNote.
  • Isolating colleagues to deliver, with agreement, broadcasted live sessions
  • Potential for some core lessons to be condensed on-site, enabling remote ‘live’ lessons for isolating students and/or some core lessons streamed to isolating students.
  • Potential for some KS3 form groups to follow Remote Learning via Microsoft Teams