Since 20 March 2020, almost all school-aged children across the UK have been unable to attend school due to the COVID-19 pandemic. Exceptions are small numbers of vulnerable children and those whose parents are keyworkers. Schools have pivoted to remote delivery of learning using a variety of online and offline resources. This report adds to a growing literature on how long-term school absence affects pupils and their families, and how remote learning might act to mitigate some of its effects. The authors describe the types and amount of remote learning provided by schools, and the amount of pupil and parent time spent engaging with school work at home. The authors also estimate how many pupils live with an adult classified as being at increased risk (clinically vulnerable or clinically extremely vulnerable) of serious illness should they contract COVID-19. This report is based on data from Understanding Society (USoc), a longitudinal study of a representative sample of 40,000 UK households, tracked since 2009 (University of Essex, 2019). In late April 2020, all adults in the USoc sample were invited to complete the first in a series of ad-hoc surveys about how the COVID-19 pandemic had affected them. Although the survey covered a range of topics, this report focuses on content related to home schooling and remote learning. It is based on the responses of the parents of over 4,000 school-aged children, and it provides a unique snapshot of home learning activities at a specific point in time -- after the first month of home schooling.