Aston Community Education Trust, Swinton Academy: a coordinated, whole school approach to inclusion using AV1

Three robots across three provisions

Swinton Academy currently has three AV1 robots in use across different areas of the school.

The first robot is based in the Arch and is the most established. Named Archie, it has a full timetable and is embedded into daily routines.

“He goes into 31 lessons over the two-week period,” explains Assistant Resource Manager Lesley Tierney. “We’ve got him in maths, science, English… the majority of the core subjects.”

Students in the Arch who find it difficult to access mainstream classrooms are able to join lessons through Archie instead.

“We’ve got students that are finding it difficult to go into mainstream lessons. So bringing the mainstream lesson to them via Archie is working amazingly.”

The robot has its own timetable and staff follow clear routines to move it between lessons.

“They know when Archie needs to leave the Arch to go into lesson and they know when to bring him back again and it’s just working absolutely amazingly.”

A second robot is based in the Key which supports students on the diagnosis pathway and those with SEMH needs. A third robot is bookable across the school and can be used where a student needs support on a particular day or in a specific lesson.

“We’ve got one that is a bookable one. So if anybody thinks this student’s struggling today or that student struggles with that lesson we can book one in advance.”

Provision designed around need

The Arch includes two types of provision. The integrated resource supports students with autism who have an EHCP. Alongside this there is an enhanced provision which currently supports five students in a teacher led environment.

Many of these students have previously struggled with attendance or have been out of education.

“These five children are children that have come up from primary schools that have been school refusers. Some of them have been home educated and they need that little bit extra.”

Students in both parts of the provision can access mainstream lessons when appropriate and are supported by staff. For those who are not yet able to attend lessons in person AV1 provides access to teaching.

“We have got a few students within that that are struggling to go to lesson so therefore Archie from the Arch there you go you’re in there you’re in lesson.”

Supporting access to learning

AV1 is helping students continue to access teaching when attending lessons is difficult.

One Year 9 student who had surgery before Christmas experienced increased anxiety when returning to school.

“For him the majority of his day will consist of lessons through the AV1. Without the AV1 we wouldn’t be able to do that.”

Another student in the enhanced provision had not accessed teacher led learning for an extended period before joining the school.

“She hasn’t had teacher-led learning for over 12 months. So now she’s having teacher-led learning through the AV1.”

Across the provision multiple students are now using the robot to access lessons.

“There’s so many different students accessing the AV1. It’s amazing.”

Building staff confidence and routine

When AV1 was first introduced staff had questions about how it would work in the classroom.

“At first the teachers are like ‘what is it, is it recording, am I being watched?’”

Over time this has changed as staff have become familiar with the technology.

“Now it’s just like it’s another student in the class.”

Teachers are now comfortable including the robot in lessons and have built it into their routines.

“They welcome it. They ask ‘Where’s Archie gone? I've got to take him!’”

Teachers are also engaging with students who are accessing lessons through the robot and building relationships with them.

“The teachers will come down and actually talk to the students face to face because these students haven’t been going into lessons so the teachers don’t know these students.”

This has helped students feel part of the classroom even when they are not physically present.

“It’s bringing them into the classroom even though they’re not there physically.”

Aligning with national direction

Swinton Academy’s approach reflects the direction set out in the Department for Education’s SEND and Alternative Provision Improvement Plan, particularly around strengthening mainstream inclusion and earlier support.

Lesley notes that demand for enhanced provision is already increasing within the school and expects this to continue.

“I think… the balance is going to be tipping.”

As more students require support within mainstream settings, tools such as AV1 are helping the school respond with flexibility while maintaining access to teaching.

“I can see… the AV1 will be an amazing tool for those students that want to access mainstream but can’t for different reasons.”

A model worth sharing

Speaking with Lesley, what stood out was not just how well the system works but the energy and commitment behind it. The clarity of approach, the consistency across provisions and the impact on students made this a conversation that genuinely gave us goosebumps.

This is practice that is already making a difference within one school and has the potential to support many more.

Looking ahead

Swinton Academy is continuing to develop how AV1 is used across the school. Work is ongoing to build timetables in other hubs and increase use across mainstream lessons.

Numbers in the enhanced provision are expected to increase in September which will require further flexibility in how students access learning.

“I can see the balance is going to be tipping… the AV1 will be an amazing tool for those students that want to access mainstream but can’t for different reasons.”

For Lesley and her team the success of AV1 is closely linked to the wider approach taken across the school.

“I’ve got a great team. An absolutely great team and we’re all for the students and their learning and their wellbeing.”

And for the robot that started it all, there is a clear sense of pride.

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