When one student at John Taylor Free School first tried AV1, they hesitated - unsure about speaking through the robot. Within weeks, they were laughing with friends in the corridor, raising their virtual hand in lessons, and feeling ready to walk back through the school doors.

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➡ Visual created using AI for illustration purposes.

For Jess Salloway, who leads attendance and reintegration at the school in Burton-on-Trent, this is exactly what AV1 is designed to do: gently rebuild routine, confidence, and connection after time away from school. Part of the John Taylor Multi-Academy Trust (JTMAT), the school believes education can improve lives - and the world. AV1 has been part of that journey for over two years, with Jess leading the way.

“At present, we’re using AV1 for students who’ve had operations or been in hospital. We’re doing a very slow reintegration back using a combination of a part-time timetable alongside the AV1 robot.”

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The school carefully scaffolds each student’s experience, starting with low-pressure access, regular check-ins, and a ‘dummy run’ using their own device to build familiarity. Students typically start by using light features like emojis and the LED status light, and gradually build confidence to speak through the microphone.

“They’re always a little nervous about accessing new technology… but once we’ve done that initial setup, they’re amazed. They’re like, ‘Wow, you can move it. It’s interactive."

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The AV1 robot, affectionately treated like a member of the school, has been met with growing positivity from both staff and students.

“We’ve got students saying, ‘Oh, that’s another robot!’ or ‘I’d love to use the robot.’ There’s a really nice atmosphere in the school.”

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While staff were initially cautious, Jess took a proactive approach to reassurance and training:

“We check in face to face to reassure them about what the camera can see… and what to look out for when students request help during lessons.”

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The result is a more relaxed and confident teaching team who are now used to AV1 as a “very normal” part of school life. What sets John Taylor’s approach apart is its structure. Jess and the team don’t just hand out AV1s. They create routines around them that support both the student using the device and their classmates.

“We recommend they attend personal tutor in the morning, then the first one or two lessons. It creates routine.”

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The AV1 is delivered to class by a staff member each morning, then packed away by a responsible student and returned to reception.

“Students feel proud. Their friends feel proud that they’ve taken on this task.”

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This embedded approach has helped the school grow from four AV1s to seven in a single year, with strong uptake and demand. Jess is clear about why AV1 succeeds where other platforms fall short.

“It feels like they’re actually in the classroom… it hones in on the board and the teacher. From a safeguarding point of view, it’s personal but safe.”

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AV1 provides not just access to learning, but immersion in school life: something that can’t be replicated by other video conferencing platforms. For schools new to AV1, Jess offers simple but powerful advice:

“Invite the family and the student in. It’s always a lovely icebreaker… they see it and they’re amazed how efficient the technology is.”

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She also recommends easing students in gently, both to avoid overwhelm and to build long-term confidence:

“We don’t expect them to absorb everything straight away… take it one step at a time.”

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And perhaps most importantly, communication is key.

“Be organised. Talk to teachers face to face if they’re concerned. Reassure any nerves. It’s about communication with teachers, parents, and students.”

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