Core Principles Underpinning Distance Learning


Pupil wellbeing


Online safety


Pupil wellbeing

At the heart of our care for your child is their happiness and wellbeing. Their form tutor remains your first point of contact. Your child will be expected to participate in at least two online tutor periods each week in addition to their form period each Friday. Their tutor will want to see how they are, catch up on their news and check academic progress.  During the term, you will be contacted, either by telephone or email, to discuss the welfare and progress of your child. 

In addition to our support, there are a number of excellent online support mechanisms. The College website can direct you and your child to useful, practical help.  An online platform that is particularly helpful is Kooth, a free, safe and anonymous app which provides a space for children to access online support and counselling.  


The safety and welfare of our pupils is our highest priority.  As we embark on a period of distance learning, in all matters relating to Child Protection, the College’s Safeguarding and Child Protection Policy will continue to be followed.

The Senior School Designated Safeguarding Lead is Mr Tim Cashell

The Senior School Deputy Designated Safeguarding Lead is Mrs Julie Walsh

The Prep School Designated Safeguarding Lead is Mr Chris Barker

The Prep School Deputy Designated Safeguarding Lead is Mrs Caroline Brown

It is important to note that ALL Scarborough College staff have had appropriate safeguarding training.  During this phase of distance learning, teaching staff will remain as alert as ever to pupil welfare and safeguarding concerns. 

Online safety

There are many excellent articles and websites that provide guidance and support for parents to ensure children remain safe:

Advice on Safe Remote Learning Amidst Coronavirus

Coronavirus: what you need to do (

#OnlineSafetyAtHome resources

Parents and children should not hesitate to contact our Designated Safeguarding Leadership team if there are any concerns.


We all appreciate an element of routine, and it is important to establish routines in a distance learning context. Holding lessons at familiar times, hosting other school-based events, such as form periods, and having designated periods for break and lunchtime will help many pupils through this time. We hope that, where possible, pupils will ‘show-up’ for their day in much the same way as they would at school. We want them to feel that they are still learning and making progress, and still very much members of a community. The routine that we suggest ensures that, as far as possible, the majority of academic learning will take place in the morning, with more practical, creative and active work taking place in the afternoon. This approach has been deliberately designed to ensure our pupils are settled, engaged in the learning process, and remain healthy and happy. 

However, we are aware that circumstances differ from home to home. As stated in Section 3 of the distance learning guide sent to pupils, there is flexibility within the proposed timetable. Your child can make decisions about when to complete work as long as all tasks are completed by the deadline given. If your child is genuinely unable to attend a live lesson, they must not worry. All they need do is let their teacher know and find out how they can catch up. It is the distance learning equivalent of  missing a school lesson because of a sports fixture or a LAMDA session.



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