Keelham Primary - Research Summary

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL SUMMARY INSIGHTS INTO “AN INTERIM STUDY OF THE

TRANSFORMATION PARTNER

IMPACT OF IMPLEMENTING DIGITAL TECHNOLOGY THROUGHOUT KEELHAM PRIMARY SCHOOL” LEARNING · SUSTAINABILITY · TIME · COSTS · COMMUNITY · MORE

H C R A E S E R E H T E R O EXPL . . .

S G N I D FIN

INDEPENDENT RESEARCH LED BY

DR. FIONA AUBREY-SMITH

EDD MA(ED) MMUS PGCE BA(HONS) FCCT FRSA FHEA

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

Y R A M M U S RESEARCH CONTENTS P A M D A O R H C E T D E OUR

MEET US AT

VIEW EACH STAGE

SCOPE / CONTEXT

Planning

/ INTENTIONS

Using Buying

Choosing

IMPACT

AN INTERIM STUDY OF THE IMPACT OF IMPLEMENTING DIGITAL TECHNOLOGY THROUGHOUT KEELHAM PRIMARY SCHOOL

Research by Dr. Fiona Aubrey-Smith

“The impact we have seen has been truly transformational - in all areas of our school. I’m incredibly proud of

MEASURABLE IMPACTS

M O O R S S A L C W E N THE EDTECH ECOSYSTEM

NURTURING GLOBAL CITIZENS CONNECTING WITH BOTSWANA

what we’re achieving together” Robert Hunter, Headteacher

DELIVERED AND SUPPORTED BY

NEXT STEPS FOR OUR M A H L E E K H IT W N IO T A R O COLLAB

ABOUT THE RESEARCH AUTHOR

OTHER EDTECH AT KEELHAM

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

D N A T X E T N O C Y R A M SUM . . .

S N O I T N E T N I T C E J O PR The project is a government funded initiative exploring how technology supports resilience, sustainability, and effective education in a school.

Keelham Primary School is a small primary school with 117 children aged 3-11 in 4 mixed year group classes.

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The visionary headteacher has been in post since 2021, and the school was last inspected in 2023, with particular praise given to the quality of educational provision, the curriculum, children’s personal development and behaviour and inclusive support.

DfE data indicates that Keelham has a higher than average number of children with SEN (20% v 13%), lower than average number of FSM (8.5% v 29.5%), and broadly average workforce.

FULL RESEARCH REPORT

The headteacher knows every child by name and holds meaningful personal conversations with each child that draw upon their personal circumstances.

This reflects the family-style culture across the school and staffing body.

From a ‘standing start’ of low active utilisation of technology, what follows is the story so far of the digital transformation at Keelham Primary School.

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INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

P A M D A O R H OUR EDTEC Planning

Using Buying

Choosing DELIVERED AND SUPPORTED BY

G N I N N A L P

IMPACT

Elementary Technology were chosen to support the project after a public tender exercise. We worked Keelham Primary School through our technology roadmap; a formula we apply to projects to ensure best value.

G N I N N PLA

G N I S O O CH

Elementary Technology visited the school to undertake our Classroom Healthcheck® to understand the status quo with their technology. We also worked together to define the school’s 3-5 year plans with technology.

Based on these findings, staff visited the Elementary Technology Experience Centre for a hands-on workshop to scope out the options.

G N I S O O H C

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By the end of the session, it was agreed which technology and which services would best enable success on their vision and objectives.

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

: P A M D A O R OUR EDTECH BUYING The initial phase of technology installation, setup and testing was conducted during half term ready for the teachers’ return.

The report explores the impact of the classroom EdTech ecosystem: DELIVERED AND SUPPORTED BY

WIRELESS VISUALISER Speak to us at Elementary Technology for independent advice, support and ideas on building an ecosystem fit for your school

SMART BOARD

VOICE REINFORCEMENT LOW-ENERGY DESKTOP PC

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AN IPAD PER TWO PUPILS

SOFTWARE

TEACHER LAPTOP

TEACHING ASSISTANT IPADS

PLAYPANEL (EARLY YEARS)

PLANNED ONBOARDING TRAINING AND COACHING

The school has also implemented other technology to support school management and communications, their school hall, safeguarding and lockdowns, hybrid meetings and similar.

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

: P A M D A O R OUR EDTECH USING With this project, the provision of training is a core part of the role from Elementary Technology, planned and delivered by our Head of Education & Training in consultation with SLT.

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A structured progression of coaching and support was planned and delivered, varying delivery, approach and context to embed new skills and transition these into natural behaviours.

Initial Technology Onboarding including Get Set Go® guides A full day workshop in the Elementary Technology Experience Centre

“A lot of the training has been inclass, during lessons, supporting

One-to-one coaching during teaching time

teachers with ideas before the lesson

Group consolidation sessions - live online and in the school

and then supporting in the lesson

‘Train the Trainer’ sessions

itself. It means that we focus exactly on what we need and what the children need, and all the little things that go into making that a success”

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Ad hoc, remote support - on email and on Teams meetings It may appear that this schedule of training is onerous on staff, and therefore unrealistic for other schools to replicate. Staff however report it is time neutral because of the highly flexible way it is delivered.

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

L O O H C S : IM P A C T P I H S R E D LE A How has digital affected the lives and roles of the Headteacher, Deputy and the Business Manager?

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A testimonial letter from the headteacher

Episode 6: Conversation with Rob Hunter, Headteacher Elementary Technology: EdTech Perspectives Podcast

LISTEN ON SPOTIFY

“You want children going into the classroom with a smile on

“Children are now running to get

their face, excited about learning ... about what they’re

into the classroom because it’s

going to be over the next couple of weeks, feeling able to

become more interactive - they

showcase their individual talents - and being able to have

can’t wait see what they are

the tools to be able to do that. It’s about the fabric of the

going to be learning about”.

school, not just the curriculum offer”.

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INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

L A T I G I D : IM P A C T S R E H C A E FOR T Professional satisfaction, workload, time management and more - how is digital supporting the worlds of teachers at Keelham Primary School?

97%

54%

of new digital practices increase level of professional satisfaction and enjoyment

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91%

of activities were of activities were improving contributing to a reduction sense of wellbeing or in their workload lowering anxiety in relation to their role

73%

of activities increasing their of activities increasing the capacity to support quality of their professional children’s learning knowledge

LOTS MORE TEACHER VOICE IN THE FULL REPORT

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36%

91% of activities contributing to improving classroom culture and relationships with children

“When I started teaching there was no technology ...

“Having digital tools in the classroom allows learners

but I expect the children in my class to do new things

to make better use of their time. Why would you have

so why would I not expect the same of myself? I’ve

11 year olds cutting and sticking and taking 25 mins

got to learn things too. I think that’s a really good

to do a sorting task when they could do it digitally in

thing for the children to see - that I’m a learner too”

5 minutes - it’s not a good use of learning time”

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

L A T I G I D : T C IM P A G N I N R A E L FOR How are pupils juggling digital and physical? And how is it affecting their experience in the classroom?

Data and feedback around pupils’ experience of learning shows it has been transformative, notably the interactivity of the SMART Boards and iPads, and accessibility with use of visualisers.

DELIVERED AND SUPPORTED BY

Alongside this Keelham have been using green screen and video editing tools. Schools can perceive much of technology as being ‘fun’ and ‘game-based’, but with our guidance, pupils are using it to represent their learning in contemporary ways; showcasing their speaking and presentation skills whilst also demonstrating their knowledge.

Pupil iPads - more learning, more quickly

MORE PUPIL EXPERIENCE DATA IN THE FULL REPORT

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Swapping of paper based worksheet tasks (taking roughly 25 minutes) to equivalents using iPads (taking roughly 10 minutes) creates approximately 3 ½ days of learning capacity per child per year; about a month of learning time over a child’s primary education.

“The technology makes me feel like I want to learn more” “It makes me competitive with myself. I did the quiz and got 11 [out of 20] and I wanted to do it again so that I got a higher score. I wouldn’t have bothered doing that if it was on a worksheet because it feels like a lot of effort.

So it makes me smarter because it makes me want to do it again but better.”

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

OPENING A WINDOW TO THE WORLD

®

Connecting classrooms and nurturing global citizens - whilst also enabling hybrid meetings, collaboration, training and more

“I can’t believe children in a different continent were

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doing the same lesson at the same time!”

Year 4 Pupil

WINDOW TO THE ® WORLD AN EXCITING INNOVATION FOR SCHOOLS - COMING SOON

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A primary school class in Botswana

“Parents tell me about how their children have come home

Comparing communities and sharing stories - live online with their partner school in Botswana.

Their first live, joined up lesson started late - the teacher was delayed as an elephant was blocking the road!

and spoken at length about how excited they are about what they’ve learned - and how they’ve learned it” Rob Hunter, Headteacher

Bradford vs Botswana - live Spelling Bee! Two schools across two continents chatting, collaborating and learning together, live in real time.

Three cheers for Year 6 Botswana who won the live Spelling Bee! With Year 5 Bradford winning the second contest

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

. . .

N O T H G I L T O P S T C IMPA EARLY YEARS The school is working hard to balance the benefits of digital play with the essential role of physical play in Early Years.

Whilst doing so, through interviews, survey response and observations, effective use of digital is creating real impacts for Early Years teaching and learning.

DELIVERED AND SUPPORTED BY

EARLY YEARS PLAYPANEL E R O M T U O F IN D

Oracy and collaboration in Early Years Use of the PlayPanel interactive table and the SMART Board encouraged oracy, collaboration, and repetition and progression of learning in ways difficult (if possible at all) to achieve through non-digital activities

Research Observation Multitouch technology offers instant feedback encouraging social interaction through multi-person access, embedding accessibility and providing adaptive stimulus (e.g. different word pairs for different development stages).

TEACHER VOICE: Children confidently engaged with the PlayPanel which encouraged curiosity and social interaction. They used software featuring songs and images to sing and identify characters.

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PUPIL ACTIVITY: Visualisers were used to model activities. For

The table's design allowed multiple children to

example, drawing and cutting around templates, and then modeling

interact fostering vital social and emotional skills,

specific collage techniques. It saved time and engaged the children,

particularly in speech and language development,

supporting them to successfully complete this task independently.

which is a national concern.

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

. . .

N O T H G I L T O P S T C IMPA COSTS & SUSTAINABILITY Technology has been shown to bring about a direct measurable reduction in operating costs, and whilst doing so, supporting the school’s aspirations with regard both energy usage and environmental footprint.

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UNDERSTAND THE MATHS BEHIND THE DATA

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Reduced Energy Consumption

Drastic reduction in print costs

Compared to previous displays, use of a new SMART Board equates to power saving 1,035kWh over the 5 year warranty of the technology.

Exchanging half of paper

A reduction of 4,140kWh across the school saving £1,159.20

worksheet based tasks to digital versions of the same task on iPads creates approximate print cost savings of £660 per classroom per year (£2,125 for the school)

Big savings on paper Environmentally, the reduction in worksheets and exercise books equates to the saving of 730 trees over a pupil’s time at Keelham.

Printing 45,000 fewer sheets of paper per year saves £360 on paper annually

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

. . .

N O T H G I L T O P S T C IMPA CLASSROOM VISUALISERS Teachers weave use of visualisers into everything they do; for modelling, live marking, peer-assessment, sharing textbooks, teaching letter formation and lots more.

The research has highlighted the impact visualisers bring to learning, based on observations, teacher voice and also pupil voice.

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Some highlights...

TEACHER VOICE: “I used the visualiser to

CLASSROOM VISUALISERS FI

E R O M T U ND O

model handwriting effectively. I was able to use the pencils the children use, lined paper and

More teaching, more quickly Use of visualisers results in a much higher volume of teacher modelling, creating less duplication (i.e. the teacher repeating modelling for individual children).

Teachers reported being able to cover more content in a lesson more quickly.

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model correctly in line with phonics scheme that we use. This was effective as it allowed the children to see exactly how the letter should be formed before practising themselves.”

PUPIL VOICE: “We used the visualiser to look really closely at the caterpillars. We could really see them up close through the visualiser on the screen and it helps me to see things that I couldn’t see before. We can see it together and talk about it together”

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

S E G N A R R E O TH T C A P M I G N CREATI A range of other technology has been supplied into Keelham Primary School...

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SIGN-IN & SAFEGUARDING

Visit the Elementary Technology website for more information

L L A H L O SCHO

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OUTDOOR LEARNING AND MESSAGING

DIGITAL SIGNAGE

LOCKDOWN ALERT SYSTEM

INDEPENDENT RESEARCH SUMMARY

A SMALL SCHOOL

R U O R O F S P E T S T X E N . . .

N O I T A R O COLLAB Our collaboration with Keelham Primary School continues - and whilst doing so, their success is spreading throughout their cluster...

To understand our progress together, we continue to work with Dr. Fiona Aubrey Smith gathering evidence of success and impact using technology. Some of many more objectives:

Fiona Aubrey-Smith kicking off our EdTech workshop

DELIVERED AND SUPPORTED BY

Understanding how success so far is fully embedded, and the extent it’s enabling improved outcomes

PHASE 2 REPORT PUBLISHED SUMMER 2025

Continued reframing of the curriculum, moving on from substitution phase so technology is transforming learning

Ongoing coaching and CPD in all areas, including a full day EdTech progression workshop on INSET day

Enabling pupils to express learning in creative ways; presentations, green screen, Canva

Planning

The next phase of this expanded and detailed report of BACK TO PAGE 1

The ripple effect of school improvement using technology - a video of an EdTech reset workshop in our Experience Centre with 7 LA primary schools in the Keelham cluster.

our findings will be shared during Summer 2025.

Choosing

Using Buying

IMPACT

DOES YOUR SCHOOL OR TRUST HAVE

ELEMENTARY TECHNOLOGY, AND ALL OUR EXPERIENCED TEAM, IS HERE TO HELP. Of course, every school is different. What works at Keelham Primary School probably won’t work for you in the same way.

So starting with our Classroom Healthcheck®, we’ll plan your own journey with EdTech. We’ll then work together to make sure your ideas come true.

LEARNING · SUSTAINABILITY · TIME · COSTS · COMMUNITY · MORE

Y A D O T S U T CONTAC 0113 818 7930

elementaryuk.com

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