A Venn Academy Trust School

– Together we will…

Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.

Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Registered address:

Building C – First Floor,
Willerby Hill Business Park,
Beverley Rd,
Willerby,
East Yorkshire,
HU10 6FE.

A charitable company limited by guarantee registered in England & Wales (company number: 09662303).

Remote Learning

Purpose

At Griffin Primary, we aim to ensure pupils can continue learning when they cannot attend school in person (e.g. closures, restrictions, illness). Our remote provision follows DfE guidance and is designed to minimise disruption, keep pupils engaged, and safeguard their wellbeing.

Lead Responsibility

The Principal is responsible for overseeing delivery of remote education.

Roles

  • Teachers – plan lessons, set work, provide feedback, and maintain regular contact.

  • Support staff – provide targeted support and small-group activities.

  • IT team – manage Google Classroom, access, and troubleshooting.

  • Parents/carers & pupils – engage with lessons, submit work, and communicate any issues.

Curriculum and Delivery

  • We provide a broad, ambitious curriculum online, using Microsoft Teams as our main platform.

  • Lessons may include recorded inputs, live sessions, external resources (e.g. Oak Academy), independent work, and guided practice.

  • Pupils submit work online; teachers assess and give feedback.

Interaction and Feedback

  • Regular check-ins, Q&A sessions, or group discussions maintain connection.

  • Feedback is timely (written, verbal, or recorded).

  • Extra help is available through small-group or 1:1 support.

Support for Additional Needs

  • Adjustments are made for pupils with SEND (e.g. differentiated tasks, scaffolds).

  • EHCP requirements are met in consultation with families and the local authority.

Access and Inclusion

  • Devices and connectivity support are provided where needed.

  • Paper-based resources are available for pupils without online access.

  • Tasks are adapted for different ages and home circumstances.

Safeguarding

  • Online learning uses secure, school-approved platforms.

  • Staff, pupils, and parents are supported with online safety guidance.

  • Engagement and wellbeing are monitored daily, with concerns escalated.

Communication

  • Parents and pupils can contact staff by email, phone, or platform messages.

  • Provision is reviewed regularly with feedback from pupils, families, and staff.

Additional Support

  • Pupils entitled to Free School Meals will continue to receive vouchers during remote learning.

  • Work will be set and marked for pupils learning at home during suspensions or exclusions.

Review

The remote learning strategy is reviewed yearly and updated in line with best practice and government guidance.

“Leaders have ensured that reading is high priority. Pupils talk about a range of different books and authors that they enjoy reading.”

OFSTED

“Trustees know the school well… They use this information to hold leaders to account effectively.”

OFSTED

“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”

OFSTED

“Through their focus on personal development, leaders support pupils to be confident, resilient and independent.”

OFSTED

“Staff say they are proud to work in the school… ‘There is a lot of staff buy-in and a real team ethos.’”

OFSTED

“Leaders have designed an ambitious curriculum… As a result of this well-planned and well-taught curriculum, pupils achieve well.”

OFSTED

“Leaders, including trustees, have established a culture of high expectation… This has led to the school being a calm place where pupils focus on their learning.”

OFSTED

“Pupils told inspectors that bullying is rare. Pupils behave well at social times and enjoy playing games together.”

OFSTED

“Behaviour in school is good… This has helped to create a settled and industrious feeling in classrooms.”

OFSTED

“Pupils with special educational needs and/or disabilities are well supported in mathematics… As a result, pupils achieve well in mathematics.”

OFSTED

“Children settle quickly in the early years. Staff rightly focus on developing children’s vocabulary and communication skills.”

OFSTED

“Pupils are happy and enjoy their learning. There are strong relationships between staff and pupils.”

OFSTED