Cheryl Shirley explains how her trust’s digital strategy and use of platforms like Nearpod has led to engaged children, improved behaviour, greater inclusion and substantial efficiencies.

“It’s necessary for people like me, but it helps everyone,” says Freddy, a pupil with SEND explaining in a nutshell why his primary school’s embrace of digital learning is so important and why it’s such a hit with children, teachers and parents.

Six years ago, LEO Academy Trust, of which Freddy’s school is a part, decided to embark on an ambitious digital strategy by giving every child in Year 3 and above a laptop and investing in a range of digital tools including Nearpod, an interactive classroom platform that uses quizzes, polls and videos to make lessons more engaging and provides instant feedback for individual students.

The trust’s motivation was straightforward: to help pupils thrive in a world where digital literacy skills were becoming indispensable. But an additional benefit of its strategy soon became apparent – the boost it delivered to children with SEND.

“The results really surprised us in many ways,” explains Cheryl Shirley, Director of Digital Learning at the trust. “I suppose it wasn’t totally unexpected; we just didn’t think it would have the impact that it has had, in all honesty.”

Equipping every child with a laptop and specialist software means dyslexic and autistic pupils, for instance, can access lessons alongside their peers, all of whom are engaged on class or individual tasks, and all of whom receive instant feedback from their teachers via Nearpod.

“Our digital approach has given those with SEND not only the tools they need but also the confidence they’ve needed,” says Cheryl. “And it’s taken away a lot of the stigma. This group of pupils don’t stand out because they’re not supervised by a dedicated adult or sat with a separate group. They’re not seen as different in any way.”

At the end of the school day, the children take their laptops home, which allows them to practise and fosters independent learning. As a result, despite the high levels of need still entering the trust’s schools, the number of LEO children on the SEND register has actually decreased, in stark contrast to national trends.

Improved behaviour

Behaviour, too, has improved. “Obviously you have to lay the groundwork and impose good classroom management,” says Cheryl. “But the minute I introduced digital learning, behaviour improved massively. Why? Because every child in the room had the tools they needed to succeed. They weren’t disengaged or frustrated.”

She admits there was some initial scepticism from parents who were worried about online safety and the amount of time children would spend in front of a screen, but these concerns were quickly dispelled. “Safeguarding has actually been enhanced because all online activity is constantly monitored. So,if children do anything silly with their devices or log on late at night, our safeguarding leads can immediately address it.”

There is a difference, she points out, between passively doomscrolling online and tailored content that engages the child, prompts them to complete a task and provides feedback, a view that is backed by the latest research.

“Parents ultimately accept that digital technology isn’t going to go away; it’s going to play a huge part in their children’s futures and we’re teaching them how to use these tools properly, ethically and responsibly.”

Teacher buy-in

“Nearpod immediately engages everyone, because everyone can participate.”

Cheryl says another clear advantage of Nearpod is that it’s very easy for teachers to use and allows them to use their own material more effectively. “Most teachers have their lesson plans on PowerPoint or slides, which can be put on the Nearpod platform and adapted or enhanced. So now a question can be put to the whole class and answered by every child on their device, not just the usual three or four confident ones who put up their hands. Nearpod immediately engages everyone, because everyone can participate.”

Marking is done instantly, with teachers able to see if the class is struggling with particular questions, or only certain children are. “Gone are the days of children waiting for the teacher to mark at the end of lessons and the teacher frantically helicoptering around the room to see if everyone has understood but being stuck at the second child because they haven’t.”

Focused delivery

“Those sorts of quick efficiencies in the classroom have just been really powerful. They were instantly impactful.”

The impact the data provided by Nearpod makes is “massive”, says Cheryl, both at a class and trust level. “For teachers it means they can see what children have and haven’t understood so they can focus and target their teaching much more accurately and efficiently. At a trust level we can see trends in year groups or classes, which feeds back into our curriculum planning.”

Nearpod’s user-friendly features meant teachers quickly bought into LEO’s digital strategy, explains Cheryl. “They saw that so much could be done – how children were getting on, who needed help. For example, that question two was the one the class mainly struggled with and you only had to speak to one child about question five, – with a click of a button. Those sorts of quick efficiencies in the classroom have just been really powerful. They were instantly impactful.”

Staff retention

Unsurprisingly perhaps, the trust’s digital strategy has helped with staff retention. “Our staff are aware that the way we work is very different to other schools. They can call on a whole bank of resources and internal ‘cloud champions’ for support if they need it, they know and appreciate the efficiencies of our digital strategy, and they can’t imagine another way of working. If they move, it’s usually to another school in the trust.”

Those ‘quick efficiencies’ have resulted in another benefit. “Because we can deliver the curriculum much more effectively and efficiently, we’ve been able to free up time for other activities – more music lessons, more PE lessons and more outdoor learning trips.”

Successful implementation

Cheryl is clear about which elements a trust needs to implement a successful digital strategy. “The most important thing is having somebody who understands education really well leading it. There’s often a misconception that you need somebody very technical as digital lead, when what’s required is someone who knows the best way to use technology, to understand why you’re using it and how you’re using it.

“Second, it’s about identifying people in your schools eager to be early adopters. Use them to support others and to build capacity internally. We now have early adopters in every school in the trust who I liaise with and exchange ideas with and who support their colleagues. They are a huge part of what we do.

“Next is leadership buy-in. A digital strategy has to be led from the top and not by the IT department -if it isn’t, it won’t go anywhere. You need to think long-term and sustainably and identify the benefits to teaching and learning you aim to reap eventually for the investment you’re making now.

“Finally, start small. There’s no harm piloting a digital strategy with one class and monitoring it over time to assess the impact.”

Long-term thinking

“Ultimately a digital strategy is about delivering quality teaching and learning over the long term rather than focusing on one financial year.”

Cheryl says she understands that in these budget-conscious times, school leaders might baulk at the costs of software or a new platform and providing every child with a device. But she argues that in the long term the improvement in outcomes is worth the investment and there are substantial savings to be made.

“First, look at the kit you already have to see what can be repurposed. If there isn’t anything suitable, ask charities or local businesses to donate old laptops. They can be old and tatty but, as long as they work and have a keyboard and screen, they can be repurposed into a basic functional device for about £25. Leasing is also an option. Don’t forget there will be savings, too – particularly when it comes to photocopying, printing and redeployment of support staff.”

Finally, she advises, remember why you’re investing. “It might require schools to think differently but ultimately a digital strategy is about delivering quality teaching and learning over the long term rather than focusing on one financial year.”

Cheryl’s top tips for a digital strategy

• Think pedagogy not technology: think about the needs of your pupils, teachers and community first and how digital tools can help.
• Do your research: learn as much as you can by visiting other schools to see how they are using technology.
• Don’t be overwhelmed by edtech: however tempting the tech, ask if it meets the needs of your students and your school development plan. If it doesn’t, don’t buy it.
• Identify in-house early adopters: these are crucial if you want to build capacity for sustainable change.
• Start small: pilot a digital strategy with one class or year over a period of time and assess the impact.

Cheryl Shirley, Director of Digital Learning, LEO Academy Trust