Our school Pheasey Park Farm primary and Early Years Centre, part of Elston Hall Multi Academy Trust in Walsall was one of just 48 schools across the UK to be award ‘status by the Department for Education. We were delighted to hear the secretary of state for education, Rt Hon Gavin Williamson CBE MP, say we had “undoubtedly helped to inspire, motivate, and instil confidence in thousands of school leaders to strengthen their remote education and catch-up plans.”
We are now in our second year of being one of the DfE’s Ed Tech Demonstrator Schools using government funding to help schools achieve the highest quality of management of their technology investment and infrastructure. Throughout the pandemic, we have helped other schools to continue children’s education. But it’s not just about reacting to current circumstances, schools need to make sure they are on the right track and able to benefit from the DfE’s funding to develop sustainable plans to put the right technology infrastructure in place for now and the future.
Making the right decisions
Over the past two decades schools have received a similar comparative amount of funding for learning and management related technology. Some have taken the right level of advice and have created an effective foundation for the on-going edtech evolution, while others are fighting an unproductive mosaic of disconnected technologies.
School leaders can no longer assume any problems with their technology infrastructure will go away; the recent pandemic has highlighted failings in ed tech use within schools’ and if the issues are ignored, sadly the divide between schools will become greater.
What schools want and need
I don’t believe there has been one school that we have worked with that has wanted us to come in and tell them what they need to do. They don’t want to be told by the ETech industry or advised by the government, and nor should they! Generally, schools appreciate working with other schools that have gone through a similar journey to themselves. They want to work with these schools and find out what has worked an and apply this to their specific context; in summary they want to talk through their ideas with a trusted, critical friend and adviser. This is where we come in.
Gone are the days when edtech suppliers and advisers could fill a room and tell schools what they need to do. We strongly believe that they shouldn’t be told what to do. Today schools want bespoke support led by people who have experienced a similar journey and can talk with school-based credibility to showcase what works well.