Across the Midlands and beyond, schools are facing a rise in long-term absence due to medical conditions, anxiety, and emotionally based school non-attendance. For headteachers like John Astley at Keresley Grange Primary School in Coventry (The Futures Trust), finding a solution that keeps pupils connected to learning and friendships during difficult times is more important than ever.
In this Q&A with Rachael Taylor, John shares his school’s experience using the AV1 classroom robot to support the reintegration of a pupil who had been out of school for nearly a year. From ease of setup to the emotional impact on the child and their classmates, his reflections highlight how a simple tool can make a profound difference.
Q: How did you come to use AV1 in your school?
John: We had a pupil who had been out of school for almost a year due to a serious medical condition. When he became well enough to engage with learning but wasn’t yet able to return physically, we explored AV1 as a way to keep him connected to the classroom and his friends. We initially trialled the robot through a rental period for six months, which worked perfectly for our needs.
Q: What was the pupil’s experience like using AV1?
John: I checked in with him recently and asked if he found it so helpful. He said it took a little time to get used to, but he really appreciated being able to rejoin lessons and be part of the school day. The biggest benefit for him was that it didn’t feel like he was missing out anymore - he was back learning alongside his peers.
Q: How did the rest of the class respond to AV1?
John: They absolutely loved it. They named the robot ‘Fred’ and saw it as part of the class. They were responsible for turning it on, letting the teacher know if anything was flashing or needed attention. It created a real sense of inclusion and ownership among the pupils. Even the staff were positive, our teaching assistant who’s confident with tech got it set up in no time, and the class teacher, who usually finds technology a bit challenging, said it was easy to use and caused no disruption.
Q: Was it easy to set up and use day-to-day?
John: Incredibly easy. The robot comes ready to go, and it genuinely is a five-minute setup. The teacher could manage it independently even when the TA wasn’t around. It was seamless and didn’t require any special technical knowledge or ongoing troubleshooting.
Q: What impact did AV1 have on the pupil’s reintegration?
John: Huge. He had been feeling extremely low, asking his parents “Why me?” and becoming very withdrawn. AV1 helped him feel part of the school community again and gave him the confidence to return. Being able to see his friends and join in with lessons made a big difference to his mental wellbeing. It was a really important stepping stone, not just academically, but socially and emotionally too.
Q: What did the reintegration process look like alongside AV1?
John: We took a phased approach. We started by inviting him to join low-pressure sessions like PSHE just to listen and reconnect. Then we built up to subjects he loved, like maths. Over time, we moved to a hybrid model - he would join some lessons via AV1 and come into school for others. This flexible approach meant he didn’t feel overwhelmed. In total, it took about eight weeks for him to return full-time.
Q: Would reintegration have been possible without AV1?
John: Honestly, no. During COVID we didn’t deliver live online lessons because it’s just not sustainable for teachers to do that on top of their normal teaching. AV1 allowed us to carry on with normal classroom practice while keeping the pupil included. It didn’t add to staff workload and made remote participation feel natural. That’s a game-changer.
Q: Were there any concerns around safeguarding or tech use?
John: None at all. Staff were excited about trying something new and embraced it. The safeguarding documentation provided by No Isolation was clear and thorough - we shared it with staff and parents, and everyone felt reassured. The support materials made implementation really easy from a leadership point of view.
Q: Do you see potential for AV1 to be used more widely?
John: Definitely. I’ve spoken to our trust about it. Renting the unit made it affordable for us as a single primary, but a shared model across a trust - especially with secondary schools where there may be more emotionally based school avoidance - could work really well. I’ve also spoken to other local headteachers about our experience, and they’re interested too.
Q: What would you say to other schools in Coventry and the Midlands considering AV1?
John: I’d say go for it. If you have a pupil out of school due to medical reasons, anxiety or any other issue, AV1 can help them stay connected and feel seen. It’s simple to use, affordable to rent, and the impact is significant. It helped our pupil feel like himself again and supported a successful return to education.
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Join our Midlands AV1 Quality Circle
This November, No Isolation will host a Midlands AV1 Quality Circle - a free online session for educators across the region, including Coventry, Worcestershire, Staffordshire, Solihull and beyond. Learn from others using AV1 in practice, share strategies, and gain CPD on supporting students with medical needs or emotionally based school non-attendance. If you’re interested in joining or speaking, we’d love to hear from you!
