We spoke with Janice Hayward, Class Teacher at St Werburgh’s & St Columba’s Primary School in Hoole, Chester, about her hands-on experience using the AV1 robot to support two young pupils. Her story shows how AV1 helps bridge the gap between home and school ‐ not just academically, but emotionally too.
Q: Can you tell us how AV1 has been used in your school?
Janice Hayward: I’ve used AV1 twice so far with two different pupils. The first pupil had been receiving hospital tuition, so it wasn’t about lessons at first ‐ it was about helping him reconnect with his classmates. We brought the AV1 into the classroom during playtime and invited some of his friends to sit and chat. He hadn’t seen anyone for quite a while, so this was a gentle first step back into school life.
The second pupil needed the AV1 for ongoing lesson access from home. This time, I placed the robot where he would normally sit, among his friends. He absolutely loved that and said he felt like he was in the room. That personal placement made all the difference.
Q: What impact did that setup have?
Janice: Massive. He was able to take part in group work, speak with a partner, and feel included. The hands-up function also meant he could ask questions just like anyone else. I asked him how it felt and he said he felt like part of the class. That’s exactly what you want to hear as a teacher.
Q: How did other pupils respond to AV1?
Janice: They loved it! We gave the AV1 the child’s name and there’d be a big cheer when the green light came on. They’d say, “He’s here!” and take turns working with him. It felt natural. Even though they couldn’t physically see him, the interaction made it feel like he was right there.
Q: What helped make the experience successful?
Janice: Being organised! A timetable helped massively, especially to coordinate start times and breaks. One child’s dad would pick up work each morning, which helped. For the other, I had to email materials in advance.
But the biggest thing is trust with the family. At first, I felt a bit exposed ‐ I didn’t want to feel like I was being watched. But once we built a strong relationship, those worries faded. You’ve got to feel confident that the tech is being used for the right reasons.
Q: Do you see more potential for AV1 in your school?
Janice: Absolutely. For pupils with anxiety or emotionally-based school avoidance, this could be a game changer. The longer they’re away from school, the harder it is to come back. AV1 can bridge that gap and rebuild confidence.
Q: How does AV1 compare to platforms like Teams or Zoom?
Janice: It’s better, no question. It’s more immersive. The pupil can look around, raise their hand, and feel like they’re part of the classroom. With Teams or Zoom, you’re usually staring at the teacher’s face or the whiteboard. This feels real.
Q: Did you feel confident about AV1’s security?
Janice: Yes, and Rachael from No Isolation reassured me too. It’s got top-level encryption ‐ better than Teams or Zoom. It’s one-on-one and private. That gave me peace of mind.
Janice’s final thoughts?
“With the right family, it works beautifully. If the pupil wants to learn and the parents are on board, AV1 can make a huge difference.”
