A suitable place and device
Confirm the device, internet connection, access to the agreed platform and a suitable workspace. Discuss any resources or accessibility adjustments the learner needs.
Home / Learning & support / Online learning
Online learning
A familiar space.
A real connection.
Tutor-led learning for young people who need a more accessible way to take part in education. Clear teaching, purposeful activities and feedback, shaped around agreed learning goals.
Suitability, subjects, timetable and the support needed to access sessions are discussed before a programme begins.
Teaching that invites participationWho it may suit
Learners who find travel or unfamiliar settings difficult, or need to maintain subject learning from a familiar space.
What sessions involve
Tutor-led explanations, purposeful activities, questions, practice and feedback.
What to agree first
Subjects, timetable, a suitable device and space, and the support needed to access sessions.
Who this can help
A lesson is more
than a video call.
Online learning may suit a young person who finds travel or an unfamiliar setting difficult, needs to maintain subject learning, or benefits from working in a familiar space.
The tutor explains and models an approach; the learner asks, practises and shows their thinking. The plan considers how they communicate, what helps them participate and which learning priorities matter most.
Picture the learning
A clear start.
An active learner.
A useful next step.
Explore an example of how teaching and support can work together in an online session. The subject, pace and activities are adapted to the learner.
Make the first step clear
“What do we already know?”
A brief check-in and a focused starting task help the tutor understand what the learner is ready to attempt. The session has a clear, achievable purpose.
For example: making a choiceRead a short everyday text, identify the key information and explain which detail helps answer the question.
Teaching is a conversation
See it modelled. Try it together.
The tutor demonstrates an approach, checks understanding and gives the learner time to practise. A spoken answer, a notebook or agreed digital tools can help make their thinking visible.
The learner has something to doCompare two possible answers, explain a choice and try a similar task with less prompting.
Finish with useful feedback
“What would you do next time?”
The learner revisits their response and uses feedback to improve it. A short reflection gives the next session a useful starting point.
Evidence that means somethingAn improved answer, an explanation in the learner’s own words, or a task completed with less support can inform the review.
An illustrative lesson sequence, rather than a demonstration of a specific teaching platform.
Before the first session
Make access part
of the plan.
A suitable online arrangement involves more than sending a link. These practical details are agreed during planning.
The right support around the learner
Agree adult availability or supervision where needed, communication preferences, online-safety expectations and what happens if the learner cannot connect or attend.
Learning priorities and communication
Confirm the subjects or goals, timetable and named contacts. Agree how work, participation and learner voice will inform updates and review points.
Connect delivery with a learning pathway
Online is the setting.
The learning still has a purpose.
GCSE support
Subject teaching and revision linked to current understanding, course priorities and the relevant specification.
Subjects, grades and assessment →Functional Skills
Practical English and maths, with an appropriate Entry Level to Level 2 pathway explored around assessed needs.
Levels and qualification guidance →ESOL support
English language learning shaped around speaking, listening, reading, writing and relevant communication goals.
Language learning and ESOL awards →Online tuition does not automatically include a qualification entry or an exam place. Any awarding organisation, eligibility, assessment centre, access arrangements and separate fees are confirmed for the agreed route. Learning online does not itself mean an exam can be taken at home.
The details that matter
Before you decide.
Does a parent or another adult need to be nearby?
This depends on the learner’s age, needs and the delivery setting. We agree adult availability, supervision and contact arrangements before sessions begin.
Can online teaching fit alongside school or other support?
A targeted or blended arrangement can be discussed. The plan should make clear which learning priorities it covers and how it connects with the learner’s wider education.
What if the learner finds online sessions difficult?
Discuss communication, attention, sensory or access needs at enquiry. Starting activities and ongoing feedback help establish what is workable. The delivery approach can be reviewed if it is not meeting the agreed purpose.
How are the timetable and fees agreed?
The proposed subjects or goals, session pattern, duration, costs, cancellation arrangements and review dates are agreed before a programme starts.
How can we check safeguarding and suitability?
Ask for the safeguarding, online safety and other policies relevant to the proposed programme. Responsibilities and the route for raising concerns should be clear before delivery. Safeguarding and policy information.
Let’s see whether online
is the right way in.
Tell us about the learner, their current education and what you want the support to help them work towards.
Start a referral enquiry