The school has implemented research from the Educational Endowment Foundation as a basis for our approach to remote learning
When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include:
Key findings and implications
1. Teaching quality is more important than how lessons are delivered
Pupils can learn through remote teaching.
Ensuring the elements of effective teaching are present – for example clear explanations, scaffolding and feedback – is more important than how or when they are provided. There was no clear difference between teaching in real time ("synchronous teaching") and alternatives ("asynchronous teaching").
For example, teachers might explain a new idea live or in a pre-recorded video. But what matters most is whether the explanation builds clearly on pupils’ prior learning or how pupils’ understanding is subsequently assessed.
2. Ensuring access to technology is key, particularly for disadvantaged pupils
Almost all remote learning uses digital technology, typically requiring access to both computers and the internet.
Many reviews identify lack of technology as a barrier to successful remote instruction. It is important that support is provided to ensure that disadvantaged pupils – who are more likely to face these barriers – have access to technology.
In addition to providing access to technology, ensuring that teachers and pupils are provided with support and guidance to use specific platforms is essential, particularly if new forms of technology are being implemented.
3. Peer interactions can provide motivation and improve learning outcomes
Multiple reviews highlight the importance of peer interaction during remote learning, as a way to motivate pupils and improve outcomes.
Across the studies reviewed, a range of strategies to support peer interaction were explored, including peer marking and feedback, sharing models of good work, and opportunities for live discussions of content.
The value of collaborative approaches was emphasised in many reviews, although notably many studies involved older learners. Different approaches to peer interaction are likely to be better suited to different age groups.
4. Supporting pupils to work independently can improve learning outcomes
Pupils learning at home will often need to work independently. Multiple reviews identify the value of strategies that help pupils work independently with success.
For example, prompting pupils to reflect on their work or to consider the strategies they will use if they get stuck have been highlighted as valuable.
Wider evidence related to metacognition and self-regulation suggests that disadvantaged pupils are likely to particularly benefit from explicit support to help them work independently, for example, by providing checklists or daily plans.
5. Different approaches to remote learning suit different tasks and types of content
Approaches to remote learning vary widely and have different strengths and weaknesses. Teachers should be supported to consider which approaches are best suited to the content they are teaching and the age of their pupils.
For example, games for learning were found to have a high impact on vocabulary learning in foreign languages, but there is less evidence related to their use in other subjects.
Likewise, using technology to support retrieval practice and self-quizzing can help pupils retain key ideas and knowledge, but is not a replacement for other forms of assessment.
The school has adopted a range of approaches to Remote Learning
To prepare and plan for the possibility of closure. It is essential that the school collates the following information from all families. This will be collected as part of our induction processes:
DFE Online English Resources
Education Endowment Foundation Evidence for Effective Remote Learning