As @Justajot says, there are many factors at play here, not least the children in school.
In a local one form entry primary, each class has had between 11 and 17 of the key worker and vulnerable children in each day. Beyond Y2, the only TAs are 1-1s whose children were in school, so all the teachers and TAs were involved in teaching face to face all day every day.
They set daily work for children at home with links to White Rose, BBC and Oak Academy as appropriate - live lessons just weren't doable. However, while in the classroom with their KW/V class, the teachers were also responding to Class Dojo queries from parents and giving feedback to work sent in that way.
They also rang every remote learning family at least once a week in the hour after school, and the HT spoke daily with the families of pupils on the SEN register or that hadn't been sending work in.
Each teacher recorded a ten minute daily story and a weekly catch-up (which all children, including those in school) watched. The HT also recorded a weekly assembly.
The staff are absolutely exhausted, and any suggestion that they have not pulled their weight because of not providing live lessons is just so unfair. The suggestion of lengthening the term or a summer school had several in tears.
It is perhaps also worth raising that the safeguarding and other welfare work has also gone up massively this lockdown. DV has come to light in seven addirional families with all the attendant meetings and work ongoing, and school staff have also been involved in food distribution, supporting parents with benefits claims, emergency loans etc.