At INOVA Multi-Academy Trust, our mission is to equip young people with the knowledge, skills and character to thrive in a rapidly changing world. From nursery to destination, our pathways embed a culture of innovation, collaboration and excellence, delivered through high-quality, inclusive and equitable educational experiences.

This sits at the heart of our wider vision to transform lives through the power of learning. Across all our schools, we are committed to ensuring every child feels known, supported and challenged to achieve their very best.

We believe that excellent outcomes begin with excellent teaching. That's why we invest in strong pedagogical practice, ensuring every classroom is ambitious, engaging and responsive to the needs of all learners. We want every child to experience learning that is challenging, supportive and accessible, where their voice is valued, curiosity is encouraged and barriers to success are removed.

Central to this is creating the conditions for teachers to understand pupils' learning deeply, respond to individual needs and build meaningful relationships that help every child flourish.

Our PedTech Approach

At INOVA, our approach is always pedagogy first. We begin with what evidence tells us about how children learn best and then consider how technology can strengthen and support those approaches.

We call this PedTech: the purposeful combination of pedagogy, the science and art of great teaching, and technology, used thoughtfully to enhance learning. Technology is not the strategy in itself. High-quality, inclusive teaching is the strategy. Technology is simply one of the tools that can help us deliver it more effectively. 

Technology is not the strategy.
High-quality teaching and learning is the strategy.

Technology will only be used when it adds value to teaching, enhances learning or improves outcomes for pupils.

Research shows that technology has the greatest impact when it supports strong teaching rather than replacing it. When used purposefully, it can help teachers check understanding more effectively, provide timely feedback, remove barriers to learning, increase participation and create greater opportunities for every pupil to succeed.

Importantly, we believe learning works best through a balanced approach. High-quality teaching, discussion, reading, writing, collaboration, creativity and practical experiences remain at the heart of every classroom. Technology complements these practices, helping us combine the very best of established educational approaches with the opportunities that digital tools can provide.

Through our PedTech approach, we aim to empower teachers, strengthen inclusion and create richer learning experiences that prepare young people not only for success in education, but for life beyond the classroom.

INOVATeach PedTech Core Principles

FAQ's

Research shows that technology has the greatest impact when it supports strong teaching and is used purposefully within lessons. The iPads are intended to enhance learning, remove barriers to learning through accessibility features and offer a personalised learning experience for every child. 

The pilot forms part of INOVA’s wider ‘PedTech’ approach, which combines pedagogy (how children learn) with technology, where digital tools are chosen because of their pedagogical value and impact on learning and outcomes so every child can engage fully and flourish. 

We want all learners to be prepared for employment by building the digital fluency, adaptability, communication and problem-solving skills needed for modern industries and future workplaces. 

INOVA’s approach has been developed through a combination of educational research, national guidance, visits to other schools and sharing of practical experience across INOVA schools.

The Trust is also a founding member of the National PedTech Partnership, which brings together schools and education specialists across the nation to explore and evaluate how technology can be used effectively and responsibly to support teaching and learning.

Through this partnership, we have developed a pedagogically informed approach to technology (PedTech), aligned closely with guidance from both the Education Endowment Foundation (EEF) and the Department for Education (DfE).

Our approach is always based on the principle of “pedagogy first” - starting with what we know helps children learn best, and then carefully considering where digital tools can add value.

“Pedagogy first” means that teaching and learning always come before technology. 

Teachers decide what pupils need to learn and the best way to teach it. Technology is only used where it helps improve understanding, feedback, accessibility or engagement. 

The iPads are a tool to enhance learning - not a replacement for teachers, discussion, books or traditional classroom activities.

Children will continue to experience a broad and balanced curriculum through a carefully considered blend of non-digital and digital learning experiences. INOVA values supporting every aspect of your child’s development and therefore prioritises not only academic learning, but also educational trips, visits, outdoor learning and special events as part of our ‘Powerful Moments’ strategy.  

INOVA have a range of community partnerships to support this important work. These range from national and local providers of adventure learning, a large range of clubs, societies and sport teams, higher education and university links and partnerships with local business and employers representing some of the most innovative local employment sectors, all of which reinforces a sense of belonging for pupils across the Sheffield community. 

Schools will continue to promote healthy routines, positive relationships and responsible technology use. Technology will only be used where it supports learning in a purposeful and age-appropriate way. 

Yes. The iPads will sit alongside traditional teaching approaches, not replace them. Pupils will continue to take part in writing, reading, discussion, practical activities, creativity, physical education and learning beyond the classroom.  

Pupils will continue to develop fluent, legible, and well-presented handwriting through regular practice on paper using a pencil or pen.  At times, pupils will also use their stylus (touch screen writing pen) to annotate learning materials on their iPad, placing their iPad flat down, mirroring their handwriting style.  

iPads will be used to develop pupils’ oracy, communication and critical thinking through structured talk, paired and group tasks, shared problem-solving and opportunities to explain and refine thinking together. 

Devices will only be used for active, purposeful learning during specific parts of lessons. For example, during a lesson, children may use their iPad to access the lesson content to support independence when completing a learning task, to take part in a learning quiz or to access creative digital tools to demonstrate their understanding and skill development. Learning will take place through a blend of writing in paper books, physical and creative activity and use of digital where appropriate. iPad will be placed screen face down when not in use.  

This is very different from passive screen use such as scrolling, social media or mobile phone use. Schools will continue to promote a balanced approach to learning and healthy technology habits at all times.

iPads include a range of accessibility features that can help personalise learning and reduce barriers for some pupils. 

For example, pupils may benefit from: 

  • Voice notes and audio feedback  

  • Accessibility settings tailored to individual needs  

  • The ability to revisit lesson explanations and resources independently  

Using a personal iPad and stylus allows every pupil to access personalised learning directly on their own device, rather than relying on the teachers’ digital whiteboard. This provides greater clarity and enables pupils to actively navigate, interact and revisit learning materials at their own pace. 

The use of iPads in school is very different from passive screen use at home, such as scrolling, gaming or social media, which is not permitted. 

In school: 

  • Devices are used only for active, purposeful learning  

  • Teachers control when and how they are used  

  • Content is filtered and monitored  

  • Pupils use devices as part of structured learning activities  

We will continue to promote healthy habits through our “digital manners” approach, supporting pupils to develop positive and responsible technology use both in school and at home.

All devices are fully managed by the school. This means: 

  • Content is filtered and monitored through the school’s safeguarding systems  

  • Schools control when devices are active during the day, including break and lunch 

  • Pupils cannot freely browse the internet on school devices. 

  • Teachers retain full control over apps, websites and lesson use 

  • Social media and inappropriate content are not accessible 

  • Safeguarding measures in place at all times. Pupils will also receive guidance on safe and responsible technology use. 

No. School devices are fully managed, filtered and monitored. Social media and inappropriate content are not accessible on the iPads.

Technology can help reduce time spent on some administrative tasks, such as photocopying, distributing resources or recording assessment data. 

With learning materials stored in one place on Showbie, teachers can easily monitor progress and quickly identify where children need support, helping ensure the right help is given at the right time. 

This allows teachers to spend more time interacting directly with pupils through explanation, discussion, questioning and targeted support. 

Resources

INOVA Teach Timeline

INOVA Teach Timeline