A gorgeous day for Y6 to explore the gardens and museums of


Our last session of the year with the amazing Edward at Peckham Library - we can’t wait until September for more tongue twisters, songs and stories!


Congratulations friends 💕💕 so proud of you!


Y3 cooling off with a helping hand from Ms Mahlojian






Year 4 chilling out in the sun after their cool pool extravaganza.


Pools ready for fun Friday!!!


What an afternoon for a workout with for


Nothing beats a book fair in the sun!


Staff meeting on Music and History! Checkout our listen and recall :)


Reading ambassadors at work! Watch out! Book fair planning, reading assemblies, opening of unpublished books....


Digital skills on display in Y2, collecting data from each other and creating pictograms and bar charts!


Y2 pupils using a lunchtime library pass to put on a ⁦⁩ show! ⁦⁩


Congratulations to the Year 5 percussionists who performed with the Multi-Story Orchestra on Friday. You were FANTASTIC and we are so proud of you!!


A massive thank you to the volunteers from for the fantastic, fun sessions today with Y3 and 4! We loved getting into our copies of Kay’s Marvellous Medicine, playing ‘true or poo!’ and trying to draw like


Before half-term, Y2 enjoyed making bug hotels for local mini beasts! We had a great time today checking on our hotels to see what had moved in…


Faces were painted, rats were splatted, ice cream & jollof rice were devoured, and teachers & pupils were soaked.


Meeting the Queen at HFSP Jubilee STREET PARTY


Jubilee celebrations

Harris Academies
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Remote Learning

Remote Learning @ HFSP

What did Remote Learning look like at our school?

This information is intended to provide a brief insight into HFSP’s Remote Learning Provision during the Pandemic.

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

The remote curriculum:

What was taught to pupils at home?                                    

A pupil’s first day or two of being educated remotely may have looked different from our standard approach, while we took all necessary actions to prepare for a longer period of remote teaching. However, each child was provided with an age-related work pack which reflected the curriculum for their age group.


What could pupils expect from remote education in the first day or two of them being sent home?

From the first day or lockdown or the closure of a class in school, children were able to access online live teaching sessions through MS Teams. In the first instance, we worked with families to ensure they had the technology to access our online provision. We worked with all families who were not able to engage with MS Teams to put an alternative provision in place for their child.

Following the first few days of remote education, were the pupils taught broadly the same curriculum as they would if they were in school?

Yes. We taught the full national curriculum through a mixture of live and pre-recorded lessons. Our curriculum overviews can be found under the curriculum tab on our website.


Remote teaching and study time each day

How long did work set by the school take pupils each day?

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

Primary school-aged pupils

Years 3 to 6 received an average of 5 hours online learning a day.

Years Reception to 3 received an average of 4 hours online per day.

Accessing remote education

How will my child access any online remote education you are providing?

MS Teams can be accessed via any internet connected device with a modern browser, this does mean that a wide range of devices can be used by students at home, including tablets, smart phones, smart TVs, PS4s and X box systems will all support MS Teams, as well as laptops. In the first instance, we worked with families to ensure they the technology to access our online provision We worked with all families who were not able to engage with MS Teams to put an alternative provision in place for their child.

Example of pupil view of MS Teams:



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

We recognised that some pupils may not have had suitable online access at home. We took the following approaches to support those pupils to access remote education:

We aimed to provide every child who did not have a device with one from school to borrow for the duration of any lockdown.

Where siblings were sharing a device, lessons were recorded and stored on MS Teams so that pupils could access them later if they were not able to be online for the live session.

Children could come into school if they were not able to get suitable access.

If the above was not appropriate, age-related work packs were created and provided for pupils alongside resources to support this approach.


How will my child be taught remotely?

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

Reception, Year 1 and Year 2:

Pupils had live registration with staff and peers as well as live small group Reading sessions and Phonics calls via Teams. These live elements allowed the children to continue to feel part of their class and school community, allowing school staff to check in on vulnerable children daily, have class discussions and assemblies about wellbeing. Also, they provided opportunities for break out groups, booster sessions, targeted phonics and other targeted interventions. For years Reception to 2, we used pre-recorded videos for phonics, story time, maths and writing. These videos linked with work packs for pupils to complete at home with their adults. Work packs were provided for Writing, Reading, Maths and handwriting. PE was delivered via a pre-recorded video which was interactive, age-related and in line with the national curriculum.

Years 3, 4 5 & 6:

We used live teaching for registration, Reading, Writing and Maths which allowed teachers to interact with their class, respond to queries and ask questions and provide feedback throughout each lesson. To allow children time away from their screens, we set independent tasks throughout each lesson which they then brought back to the MS Teams meeting to share with their peers and teacher. This method will allowed teachers to continue to follow our medium-term plans for each subject. This in turn ensured that our sequence of learning was not interrupted by school closure. Classes had a weekly live PSHE circle time session. For history, geography, science, RE and Mandarin, pupils were set independent tasks over Teams to complete in the afternoon.

PE was delivered via a pre-recorded video which was interactive, age-related and in line with the national curriculum.

Example pre-recorded lessons:



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?

All children are expected to be learning from 8.30am-3.30pm daily, either on MS Teams or in school as part of the critical worker bubble.

A register is taken every morning and afternoon and any absences followed up in the same way as when school is open.

School staff will call families either not in school or not engaged with online learning – staff will provide technical support to facilitate remote learning.

Example of engagement tracking:


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

Teachers monitor engagement throughout the lesson and direct their support staff to work with children as and when needed.

At the end of the input from each lesson, children are assigned work to complete, which they submit online via MS Teams. This is then marked and returned to each child with feedback if required.

Staff then monitor the work children have produced and use this feedback to inform their future planning.

Parents of children either not engaging or in need of support will be called by staff to discuss and agree next steps.

 Example of pupil assignments:



  Example of pupil work:


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

Feedback could take many forms and may not always been extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms were also valid and effective methods, amongst many others. Our approach to feeding back on pupil work was as follows:

Children received ongoing feedback throughout every live lesson based on spoken and written responses.

The work children completed on MS Forms was marked and reviewed before the next lesson, which was then digitally returned to each child. The teachers marking was then used to inform the planning and delivery.

Each Thursday, following in school practice, pupils completed a ‘big write’ which will be handwritten and uploaded via MS Teams. Staff then marked, provided next steps and returned to the child.

When children had completed a unit for Science, History, Geography and RE, children completed a written mastery outcome and a multiple-choice quiz to demonstrate the knowledge they had remembered from the unit of work.

Staff called families and provided specific feedback and next steps based on pupil progress.

Examples of teacher providing to work uploaded submitted digitally:





Additional support for pupils with specific needs:

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognised that some pupils, for example some with special educational needs and disabilities (SEND), were not able to access remote education without support from adults at home. We acknowledged the difficulties this may have placed on families, and we worked with parents and carers to support those pupils in the following ways:

  • · It was handled on a case by case basis but strategies included:
  • The child being offered a place in school
  • SENCO speaking with parents and providing bespoke learning packs regularly
  • SENCO working with parents to tailor the class timetable, breaking it into smaller chunks, adding additional breaks etc
  • The student having less live teaching where this would help
  • Resource packs being sent home to allow the child to access the online learning - maths resources, copies of texts, reading overlays etc.
  • Support staff supporting the child online during whole class teaching
  • Separate classes running for identified children, away from the main class
  • Daily welfare calls to all children completing home learning.
  • Targeted 1:1 Speech and Language sessions running via teams by our Speech and Language Therapist.
  • Specialised videos by our Speech and Language therapist posted on teams for various interventions.
  • Individual targeted work packs which align with lessons that are posted on teams.
  • Targeted Maths lessons daily using the Numicon intervention video posted on teams.
  • Targeted English lessons daily using the Colourful Semantics intervention video posted on teams.
  • Daily access to Lexia reading app to support reading.
  • Individual interventions for groups that were running in school now running via teams through posted video lessons to meet the individual targets of children at home.
  • Additional fine and gross motor activities posted on MS TEAMS and resources given in work packs.
  • Video story time sessions by staff to ensure the daily reading of children home learning.

Ongoing - 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?

If a child has to self- isolate they can access all online learning as usual. The school will support with access to online learning with work packs provided in the meantime.