At INOVA Multi-Academy Trust, our mission is to “Transform lives through the power of learning.” Across all our schools, we are committed to providing a high-quality, inclusive education where every child can thrive and flourish. 

We value classrooms where children are supported as individuals; where talk matters, ideas are shared, and curiosity, creativity and self-expression are encouraged. Central to this is ensuring teachers have the time and space to respond to children’s needs, check for understanding, guide learning and build meaningful relationships with pupils. Our aim is to create learning environments where children feel supported, confident and able to express themselves in a range of ways. 

Our approach is always pedagogy first: we begin with what evidence tells us about how children learn best and then carefully consider how technology can further enhance the learning experience.

Research shows that technology has the greatest impact when it supports strong teaching, not replaces it, and when it is integrated thoughtfully into established classroom practice. It also shows that learning works best through a balanced, flexible, healthy and active blend of experiences, where high-quality teaching, talk, collaboration, creativity and physical activity are combined with purposeful digital tools. 

FAQ's

No. The technology will support teaching, not replace it.  

  • iPads will be used selectively and purposefully within lessons.  
  • Teaching remains “pedagogy first” – teachers decide the best way to teach content, and technology is only used where it adds value.  
  • Traditional approaches such as reading, handwriting, discussion, and practical activities will continue.  
  • Teachers do not need to ‘edit’ resources to make them ready for Showbie. Teachers can deliver lessons using PowerPoint which is on the iPads– resources can later be uploaded to Showbie 

iPads are one tool within a blended approach, not a requirement in every lesson or for every activity. 

  • iPads will be used only during specific parts of lessons for clear learning purposes (e.g. quizzes, accessing resources, feedback).  
  • Learning will remain a blend of digital and non-digital activities.  
  • When not in use, devices will be closed or placed face down.  
  • Apple classroom means that you are in full control of pupils iPads. You can turn them on and off at a touch of a button 
  • You can control which apps pupils have access to 
  • You can actually manage your classroom behaviour far more easily by quickly looking at what pupils are doing and redirecting where necessary – quickly identifying what pupils are doing wand what they are working on, and if they have produced enough work. 
  • The behaviour system can still be used for pupils who are not meeting our expectations and complying with our clearly outlined ‘digital manners’. 
  • Devices are fully managed, tracked, filtered and monitored.  
  • Pupils cannot freely browse the internet.  
  • Social media and inappropriate content are blocked.  
  • Schools control when devices are active, including during breaks.  
  • Teachers retain control over apps, websites and usage. 
  •  This will be the safest device that pupils have access to. 
     

 

I am concerned about pupils using AI to edit my voice 

  • New technology will bring concerns. This would be an illegal act with severe consequences. Please be reassured that anything like this will be dealt with robustly in line with our behaviour and relationships policy. Ultimately, this fear is not a reason to not use the technology, we just need to ensure that we educate pupils and have systems in place to deal with inappropriate behaviour.  
  • Equity for all​ - levelling the playing field 
  • Accessibility and inclusion, especially SEND/ EAL 
  • Real time insights to drive responsive and adaptive teaching​ 
  • Engagement and attendance 
  • Enhancement and transformation of teaching and learning; teacher capacity repurposed in lessons​ – especially around feedback 
  • Preparing for the ‘digital age’ and unknow future jobs​ 
  • Innovative, constructed curricular 
  • All learners being autonomous, capable, confident independent learners​ 
  • Accessibility tools (e.g. speech-to-text, replaying explanations) help personalise learning.  
    E.g. Dyslexic pupils – voice recording – translating speech to text 
  • Pupils can work at their own pace and revisit content independently.  
  • Every pupil having their own device improves equitable access to resources.  
  •  Intended to reduce barriers, not increase them. 
  • iPads are used only for active, purposeful learning.  
  • Not used for passive activities like scrolling or social media.  
  • Not used all lesson – only when it adds to the learning (e.g. quizzes, accessing resources, feedback). 

Resources

INOVA Teach Timeline

INOVA Teach Timeline by marcomms@inovamat.org