No Isolation

“School are aware and are keen to reduce Child B’s anxiety initially, then gradually build towards reintegration.”

“A reduced timetable has been implemented and Child B used the AV1 for the first time yesterday and it was really successful.”

“There have been three days where Child A has felt unable to attend, however he has accessed additional lessons on days when he has felt able to.”

“In the last half term, Child A has attended 57%, which is more than 100% of his 50% reduced timetable.”

“The flexibility of AV1… that he can come into school, access lessons in real life or via AV1 and can also take the lessons home with him, has been really successful.”

“This was just ‘background noise’ with no expectation for him to join in the lesson, just for him to see the classroom.”

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

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

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

““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.””

“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.”

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

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

“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.”

““AV1 has allowed a number of young people across Wakefield to do that, and to do that at a pace that is most effective for them,” he says.”

““It took away his anxiety around what people were thinking about him,” she explains. “He was able to see through the eyes of the robot that the class was accepting him and it was okay and it wasn’t as scary as he’d built it up in his head.””

““He had the best of both worlds while he was struggling really,” she says. “When he was really struggling, he could see us through the robot but from home where he felt safe.””

““He’s become more confident socially as well,” she says. “Now he’s not connected to one child, he was connected to different few members of the class and it really made a difference especially when coming back into school.””

““Without a young person feeling safe, secure and connected, they’re unable to learn anyway.””

““We’ve tried to situate AV1 in terms of the wider support offered across the district to really focus first and foremost on social engagement, emotional engagement and support for a young person through AV1.””

““We’ve really focused on not just attendance, but engagement for young people,” says David. “Finding out how we can support schools to embed the AV1 offer as part of the good work and the strong work they already do around inclusion.””

““I think it starts from a shared perspective of having a child at the centre,” he explains. “Regardless of role, service or remit, I think with the child being at the centre and at the heart of everything that we do, there’s a shared collective responsibility to working towards positive outcomes for young people.””

““I reviewed it every week and submitted it so that they could see what was happening,” says Ann-Marie. “She was fantastic because she totally got that it wasn’t going to be a trajectory like that.””