Expectations for Pupils, Teachers and Parents


  • It is a good idea to set up a good space in which to work. If it is away from your child’s bedroom, that can be helpful. If it must be in the bedroom, finding a way to cover it or otherwise shut it away at the end of the day can help your child to unwind.
  • Your child should be online and ready to follow the revised timetable so that teachers are able to respond to his/her needs and keep structure to the day.
  • Your child will need to check MS Teams to see the posts for each lesson, it is a good idea to look at this at the beginning of each school day.
  • Your child must do his/her best to complete all set work. If he/she is not able to do the work, or feels that he/she does have enough work to do, he/she must speak to the teacher. Students must sign off that they have completed set work as per teachers’ instructions
  • When invited to join a video conversation, your child must be suitably dressed and in a suitable workspace, not in the bedroom. It is possible that your child will be asked to turn off  video during lessons.
  • Students are not permitted to set up their own teams using school resources, that is the WiFi, system or school software.
  • Your child will be working online much more than usual and so behaviour must be excellent. All students have signed a school Acceptable Use Agreement, and this applies more now than ever.


  • You should encourage and support your child’s/children’s work – including finding an appropriate place to work, checking that set work is completed by the end of each day and ensuring that the revised school timetable for the day is followed.
  • You should contact the subject teacher/form tutor if there are any concerns. This should be done using email as normal. The teacher/form tutor will then reply as soon as practicably possible. Under no circumstances should any parents join a lesson discussion.
  • It can be tempting to intervene in the work the children are doing, please try not to do this as it makes it difficult for the teacher to gauge the level your child is working at. If your child is struggling or doesn’t have enough to do, encourage them to contact their teacher in the first instance. This is what would happen in school and is a good way of keeping up communication.


  • For each timetabled lesson, a post on a MS Teams stream should be made. The post must begin with a reference to the date and time of lesson/s the entry corresponds to. The aim should be for this to be posted as early as possible on the day, and at the very latest, by the time of the lesson.
  • There is an expectation that, whenever possible, teachers will be online and following their normal timetable alongside the students. This enables them to respond in a timely manner to student needs and keep structure to the day.
  • For at least 1 in 4 lessons of a class, it is expected that online conferencing is used to support lessons where appropriate. We recommend that these sessions are recorded by the teacher. Presentations using Power Point or Shared Whiteboard for example is the recommended delivery platform.
  • Teachers must give as much notice of a ‘live’ lesson as possible, ideally at the end of the lesson before, or at the very latest the night before the scheduled lesson.
  • For all ‘live’ lessons pupil videos must be disabled and at the start of each lessons the ‘Ground Rules’ should be read to the class.
  • These sessions are tiring for teachers and the students, so teachers should not feel they have to try to do the whole lesson time. Lessons in school are a mixture of activities, and it is worth bearing this in mind.
  • Teachers may utilise other appropriate software – eg Doddle, but this should always be referred to in the MS Teams details originally.
  • Work set should realistically reflect the length of the lesson.
  • Wherever possible, work set should reflect the normal curriculum objectives. It is understood that learning activities may differ from those in a classroom setting,
  • Additional “homework” during remote learning should not exceed the time guidance in the homework TT and should complement the lesson or be in preparation for the next lesson. Where possible homework should be in a different format to the lesson (i.e.: online/offline]. Due to the intense nature of remote learning, homework for years 7 & 8 should be kept to a minimum and when set should be confined to preparation for the next lesson. Teachers must identify clearly at the end of their entry the intended outcome of work. “By the end of this lesson, students should have completed X”
  • It is the student’s responsibility to endeavour to complete the work set or communicate to the teacher why it is not completed. Teachers must keep a record of engagement and work completed by pupils. In the event of lack of expected engagement and work the pupil should be warned, asked for an explanation (as the pupil could be unwell), and a report should be made to the head of department. If lack of work and/or engagement continues without explanation this should be reported to the Deputy Head Academic, copied to the form tutor and Head of Year. Contact with parents will be managed as appropriate.
  • Teachers ensure that by the end of the working day, all student queries have been dealt with in an appropriate manner. Emails and other communication with pupils or parents should not take place after 6pm on weekdays, and not at all over the weekend. Teachers who chose to work during the evenings must wait until following working day to send emails or utilise the ‘delay send’ facility in Outlook.
  • Teachers should consider adaptations to home learning for students on the SEND register and to ensure they are able to access the work at home and that there are appropriate expectations of the work they will produce.

Ground rules to be read out to students at the beginning of every session

  • Please respect this learning space so that everyone can learn in a safe environment.
  • You must not enable video. If you try to use video your teacher will shut it down and report it. Clear sanctions will be put in place for anyone who abuses that, however briefly. If you abuse any of the privileges associated with live lessons, clear sanctions will be put in place.
  • Your teacher will record the live session including any input from students so we have a record of it in school.
  • The usual rules about social media apply to online lessons just as they do in the classroom.
  • Sanctions will include being removed from live learning so that you will not benefit from the live learning available. Your work will be sent to you separately. Other sanctions may be applied once we are back in school.

Subject Leaders

  • Are required to oversee the consistency and quality of work being set.
  • Should regularly check in with their teams to ensure that staff are consistent in their approaches and pick up on any potential concerns early on.
  • Should provide support to colleagues in their teams to ensure that work is provided as required.


  • Will send a personal tutor group message at the start and end of the week offering support, and letting the students know that they will meet them online with video conference during registration time Tues – Fri – Approx 4 pupils per session.
  • Will pick up any lack of engagement in lessons, firstly to check welfare. If the lack of engagement is not due to illness or another welfare issue, then clear guidance on the expectations for learning will be given. Parents will be informed if the pupil still does not engage with the learning.
  • Serious concerns will be entered on a “Pupil concern during COVID-19 Pandemic” form and passed to the Deputy Head – Pastoral.

Heads of Year

  • Should be prepared to pick up on anyone who has not been regularly completing work and use this opportunity to pick up any issues arising. This includes emailing the student, and/or calling parents where necessary.
  • Should oversee student engagement with home learning, intervening and escalating as appropriate
  • Should work closely with students of concern in multiple subjects, provide the personal touch and closely oversee that they are completing their work.