Ladybridge High School

What was the reaction to AV1 like from staff and parents?

The first thing we did was introduce the idea of AV1 to our headteacher and business manager to talk through the GDPR and logistical side of things and after reviewing all the information we agreed we were happy to go ahead with it. Next, we approached school staff  and sent round information and resources. There were a couple teachers that had some further questions. We held a meeting for those staff and after talking through what the AV1 could do, see and the privacy features they were absolutely fine.

However, we wanted to ensure that the AV1 would not be in a classroom with a teacher who hadn’t been introduced to it. So if there is a lesson where supply was on, the AV1 would come back to our office because we would rather the AV1 be in the room with the teacher’s consent.

As for parents of other pupils, we’d been supplied with template letters. So the next thing we did was send out a courtesy email explaining what AV1 was and why it would be used and we didn’t have a single parent email back with any concerns.

"The learner at home is very engaged."

Did you set any guidelines for use with the pupil (user) and their parents?

We sent out the terms of use to the parents so they knew what was permitted and what wasn’t. We discussed with the family that the pupil was expected to access the AV1 from his bedroom and he was given a timetbale so he knew when he was expected to log on.

The learner at home is very engaged and sometimes even emails in before the start of his lesson to ask us to turn the AV1 on. I think that’s where I see AV1 working best…where the child has a willingness and desire to join in and learn. I did a home visit a couple of weeks ago and he just seems really upbeat and alert, more than I expected considering. 

The teachers have said that he does ask and answer questions and when he’s not sure or confused he does change the eye expressions on the robot. His friends are also really good at prompting the teacher if they’ve missed a signal on the AV1.

I’ve seen the pupil taking part in lessons and he’s said that it’s really helped him to be able to talk to to his friends while they’re all doing work. Even the lessons he can’t partake in as easily, such as Art lessons, he still finds it helpful to observe. The AV1 has been to assemblies and even sat through the whole Christmas concert.

Where there any other routines that you set and how did you manage moving the AV1 around the school?

His friend picks up the AV1 and takes it to lessons. He might pick it up before form and then take it to lessons or bring it back if it’s more of a practical. He’s also got a pass so staff and supply teachers know that he’s the robot monitor. That’s an important consideration; picking the right person in school who is going to look after it. However, it’s usually just moving between 3 lessons a day so it hasn’t been too burdensome.

"We’ve only received positive feedback from the staff."

What feedback have you got from teachers?

Since starting with AV1 we’ve only received positive feedback from the staff. The features allow the teacher to understand what the pupil needs without them having to say something. It also doesn’t require any effort on the part of staff. The teacher doesn’t have to set up anything on a laptop… it’s just like having the pupil in the classroom and when you’ve got a busy class you don’t want to be faffing around with set up.

What is quite interesting is how normal it has become for staff and pupils. Even after a few days it had felt like it had always been there. We had a concern that it was going to raise behaviour in lessons or cause distraction, but it didn’t at all.

"AV1 has reduced that feeling of anxiety."

What do you think the main impact has been for the pupil? 

For any pupil that is away from school for that long there must be that worry about falling far behind. In many ways that can compound any physical illness because that’s affecting your wellbeing. I think the AV1 has reduced that feeling of anxiety both socially and academically.

He has had access to the curriculum and work he would have been doing if he was here. He’s socialised with his friends, and the fact that he’s been involved in the year 7 community e.g. going to the Christmas concert and the rewards assembly means that the transition back will be a lot easier.

What is your reintegration plan with the AV1?

When he does come back his injury may still mean he needs to learn in our nurture facility but we plan for him to still use the robot to access his lessons. Then he’ll also have the option of his friends physically coming to visit him. As time goes on we can begin to phase him back into lessons.

From when he was injured to the time he’s back in lessons that will have covered a decent amount of year 7. If we consider how much he would have missed without the AV1 he potentially would have to have re-done the whole year. 

Have you started to think about other pupils it could support? 

We’ve already been in touch with the council about getting another AV1 for an additional pupil who is very unwell. He has been getting online support but we think the AV1 could help him to access more of the curriculum. 

The AV1 has also encouraged us to think more creatively about how we can keep pupils in our nurture room (some of whom are out of lessons due to anxiety) connected to their regular classes. As we have seen from the AV1 how important the continuity of learning is.