For many children unable to attend school due to illness or anxiety, staying connected to the outside world can be a significant challenge. But for one young person, AV1 has become more than just a way to keep up with school — it has opened doors to new experiences, inlcuding horse riding. In this interview, we speak with Victoria Auty from Wirral Council, who has been supporting him, to explore how AV1 is not just just an educational tool but a bridge to new experiences.
The idea of using an AV1 in horse riding sessions came from a creative approach to engagement. "I like to think outside the box," explains Victoria. "You have to be as playful and creative as possible when trying to engage a child."
"Oliver", a Year 11 student, has been unable to leave his house for a long time due to severe anxiety. Before AV1, he couldn’t even step outside his front door. Now, through the robot, he is able to attend classes remotely, take part in lessons, and even explore activities he would never have imagined - like horse riding. AV1 has allowed Oliver to not only continue his education but also experience moments of connection in the real world.
Victoria describes how, since using the robot, he has progressed from attending lessons to participating in extracurricular activities.
"He’s been able to go on to lessons at the theatre, and he’s working towards his GCSEs. It’s incredible. He’s also been out virtually to a cat cafe in Liverpool, where he met up with a friend who was there in person. They were texting each other, interacting, and even giving directions — at one point, he told his friend to ask a staff member to move because they were in his way!"
The most exciting opportunity came when Oliver's AV1 was invited to Hooves for Healing, an equine therapy centre. The owner suggested a group visit, Victoria knew this could be something truly special for him. "When I got the email, I was so excited. We just had to speak to Oliver about it. Even if he could experience it through the robot, it would be fantastic."
Despite some connectivity challenges in the rural setting, Oliver was able to take part in the session. The staff at the stables instantly embraced the robot, speaking to it as naturally as if Oliver were physically present. "They were showing him the different brushes used for grooming, taking the robot right up to the horses’ noses so he could see and experience it up close. At one point, they even asked, Do you think he’d like a ride? and placed the robot on the horse’s back — it was just amazing!"
While AV1 was initially designed for education, it has given Oliver so much more. Victoria explains that the biggest impact has been on his sense of belonging: "He really feels part of the school community now. He attends form class, joins discussions, and even participates in PSHE sessions on topics like relationships and consent. It’s about exposure to the world; something he didn’t have before," said Victoria.
Perhaps most importantly, the robot has allowed Oliver to engage at his own pace. "At first, he didn’t speak through it at all. But that’s okay. Many children aren’t ready to use their voice straight away. The important thing is that he’s present, observing, and feeling included.
Schools need to understand that progress isn’t always about speaking — it’s about meeting each child where they are and letting them engage in their own way."
Oliver's journey with AV1 is ongoing, but the impact is clear. From chatting with a friend in a cafe to rolling with donkeys at the stables, his world is opening up in ways that once seemed impossible.
"There’s so much we can learn from how other countries prioritise community," Victoria reflects. "Being part of something matters. And for Oliver, AV1 is his way in."
As Oliver continues to explore new opportunities, one thing is certain — Oliver's robot is going places.
