Beacon CE Primary School, a RISE Hub Leading the Way with telepresence robots

Intervening Early, Not Waiting for Attendance to Drop

Kellie:‍

“As a RISE Hub, we’re always looking at preventative strategies. We didn’t want to wait until a child was out of school for weeks or months. If we can spot early anxiety or disengagement, we want tools that help us act straight away.”

Beacon joined the pilot with two devices and positioned AV1 not as a last resort, but as part of their graduated response. Early intervention sits at the heart of their inclusion model.

A Year 6 Turning Point from Lesson Refusal to Active Participation

One Year 6 pupil had begun to disengage from daily English lessons. Attendance remained consistent, but there were growing concerns around anxiety and lesson refusal.

Rather than withdrawing the pupil from the classroom entirely, Beacon trialled AV1 during English sessions.

Kellie:
“Every morning, the pupil independently sets up Clive in our leadership room, carries him to the Year 6 classroom and joins English for an hour and a half. They’re accessing spelling, handwriting, reading and properly engaging again.”

Using AV1’s head movement, the pupil follows the teacher and interactive whiteboard in real time.

The impact was visible

• Increased participation in lessons
• Improved work completion
• Greater confidence and independence
• Noticeable uplift in wellbeing

“Their face lights up when they talk about Clive,” Kellie says. “They’ve even helped another pupil set the robot up. That independence has been huge.”

Preventative Inclusion in Practice

What stands out most in Beacon’s story is timing.

AV1 was introduced before attendance declined. Before patterns became entrenched. Before anxiety turned into avoidance.

Kellie:
“If we can support a child before things escalate, before anxiety becomes school avoidance, that’s far more effective.”

As a RISE Hub school, Beacon’s focus is on prevention and strong mainstream provision. AV1 has become one of the tools within that approach, helping:

• Pupils experiencing emerging anxiety
• Children at risk of disengagement
• Upper Key Stage 2 pupils showing reduced confidence
• Inclusion teams stabilise engagement within the classroom

This is exactly the type of early intervention that Liverpool’s wider strategy is working towards.

Embedding AV1 Into School Culture

Introducing any new approach requires care.

“At first, some staff were unsure,” Kellie shares. “There were worries about feeling watched.”

These concerns were addressed openly

• AV1 is not recorded
• Senior leaders cannot monitor lessons
• Pupils use headphones
• The robot was introduced as a new class member

“We made it clear the robot is here to learn, just like everyone else.”

Within weeks, Clive and Abbey were simply part of the furniture. Classroom disruption was minimal. Curiosity settled quickly. The focus returned to learning.

Practical Advice for Other Schools

Beacon’s advice for other schools considering AV1 is grounded and practical

• Offer adult support during initial setup if needed
• Encourage independence as quickly as possible
• Use a restricted iPad solely for the AV1 app
• Introduce the robot positively and clearly to the class

“The children really value the responsibility,” Kellie says. “They enjoy carrying it and making it part of their routine.”

RISE Hub Impact Summary

Beacon CE Primary School’s experience shows that AV1 can

• Improve in class engagement before attendance declines
• Increase pupil confidence and agency
• Support early identification of anxiety and SEMH needs
• Strengthen inclusive mainstream provision
• Integrate smoothly into daily classroom practice

Most importantly, this is a story about prevention.

AV1 has not been used as a recovery tool after long absence. It has been used to protect engagement early.

For Liverpool, and particularly across RISE Hub schools, that distinction matters.

Early intervention.
Independence.
Belonging.

That is what sustainable inclusion looks like.