Remote Learning

In specific circumstances the school may be required to offer remote education to ensure that pupils continue to receive an education offer.

This will only ever be a last resort where a decision has already been made that attendance at school is not possible, but pupils are able to continue learning.   These occasions will be rare, falling into two broad categories:

• School closures or restrictions on attendance, where school access for pupils is restricted
• Individual cases where a pupil is unable to attend school but can learn

At Culverhill School , we believe that school attendance is essential to development and in preparing them for future education and life beyond education.

The DFE guidance is clear that remote education should not be viewed as an equal alternative to attendance in schools.   

Remote Education will be offered in line with the good practice outlined in the DFE guidance that can be found at:  https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools/providing-remote-education-guidance-for-schools .

 Where the school offers remote education there will be consideration to any safeguarding risks to the child and their mitigations.

 We politely ask that families stay well connected to the school in such events and use the following examples to provide stability and support in an unexpected closure.

 Supporting Your Child at Home

We understand that unexpected closures can be disruptive, particularly for children who rely on routine and structure. Parents and carers know their children the best. However, we have provided below some suggestions to provide stability and support during a short term unexpected closure:

 1. Maintain a Simple Routine

• Use a visual timetable or “Now and Next” board.
• Keep wake-up, mealtimes, and bedtime consistent.
• Build in regular movement or sensory breaks.

 2. Keep Learning Light and Flexible

• Focus on short, achievable tasks (5–15 minutes).
• Use practical, hands-on activities.
• Encourage communication through choice-making, symbols, or simple conversation.

 3. Independent Living Skills Practice

Weather closures provide valuable opportunities to develop independence in meaningful, everyday contexts. You might support your child to:

• Prepare a simple snack or drink (with supervision as needed).
• Practise dressing skills (buttons, zips, choosing clothes).
• Sort laundry by colour or type.
• Make their bed or tidy one small area.
• Follow a simple recipe with visual steps.
• Practise money skills through role-play shopping at home.

Focus on participation rather than perfection. Small steps build confidence and long-term independence.

 4. Reading and Communication

Regular reading supports language development, comprehension, and emotional wellbeing. You could:

• Share a favourite book and talk about the pictures.
• Use symbol-supported or “Easy Read” materials.
• Listen to an audiobook together.
• Practise recognising key words (name, familiar signs, labels at home).
• Encourage your child to retell part of the story using speech, signs, symbols, or gestures.

Keep sessions short and positive. Repetition is helpful and builds confidence.

 5. Support Emotional Regulation

• Offer reassurance: “School is closed today because of the weather. We are safe at home.”
• Use familiar calming strategies (deep pressure, music, quiet space, breathing prompts).
• Limit exposure to distressing news coverage.