Readiness for Remote Learning Report 25/26

Learning Platforms

Schools’ /Teachers’ access to a platform for remote learning

All respondents (31) confirmed that their local authorities have ensured schools/teachers have access to a platform which could be used for remote learning if and when necessary.

Survey responses identified a range of platforms across local authorities. Overall MS Teams is most commonly cited, followed by Google tools. A minority of respondents cited use of both platforms together. A few respondents did not determine the tenancy details for their provision, however the majority (20) identified tenancy within Glow, and nearly half of respondents identified their own ‘tenancy’ for Teams/MS365 or Google. A few respondents reported the use of both tenancies. Additionally, a few respondents mentioned they are exploring their own tenancy for Teams and/or MS365. Some suggested the use of their own tenancy for non-learning and teaching content. Seesaw was the other popular platform cited by over a fifth of respondents (7).

Other popular platforms mentioned included: Learning Journals, Showbie, SatchelOne (Satchel1) and show my homework (1).

Learners’ access to a platform for remote learning

Almost all survey respondents (30) confirmed that their local authorities have ensured all learners have access to a platform which could be used for remote learning if and when necessary. Analysis of survey responses indicates that local authorities’ provision for learners, as cited, largely aligns with the provision cited for schools/teachers (see above).

One respondent was unsure if learners in their local authority might have access to a platform for remote learning, however when asked to provide details of platforms, mentioned Seesaw for learners.

Parents’ access to a platform for communication and sharing during a period of remote learning.

Most survey respondents (25, 80.6%) confirmed that their local authorities ensure parents have access to a platform which can be used to communicate and share during a period of remote learning.

Respondents identified a number of different platforms that were used, over 20 different ones were mentioned. These included Google (some specified guardian and classroom), Seesaw, Groupcall, Parentsportal, Glow (glow blog) and social media channels (including X/twitter, Bluesky, messenger). It was also identified that some schools have their own apps, websites or used emails and text messages to contact parents.

A few respondents (5) indicated that they have not ensured that their parents have access to a platform. Of those, a few indicated other communication methods for parents.

Two respondents cited reasons for not offering a platform as:

• Security
• Data Protection Impact Assessment (DPIA) for parents and staff, but this authority is exploring possibilities

One respondent was unsure about the availability of this provision and explained schools take local decisions in terms of the platforms they use.