Creating flexible pathways back to learning through AV1

The AV1 robot sits in the classroom on behalf of the child, who can securely access lessons from home using a tablet or computer. Pupils can see and hear what is happening in class in real time, helping them stay engaged with learning, maintain friendships and remain connected to daily school life. For many children experiencing barriers to attendance, AV1 provides an important bridge between being absent from school and successfully returning to the classroom.

Across our schools, we have been piloting AV1 to support pupils whose challenges with attendance are often deeply rooted and highly individual. Through this pilot, teams have been exploring how technology can create flexible pathways into education, helping pupils remain connected to learning while gradually rebuilding confidence and resilience.

Meeting pupils where they are

Rather than viewing AV1 as a substitute for school attendance, our teams have used it as part of personalised and flexible support plans tailored to each pupil's needs.

At Avon Park School, this approach has been particularly successful for a pupil who benefits from a blended model of school-based and remote learning.

"The pupil will come into school in the morning after a soft start and will either access the class in person or via AV1," explains Paula Charity, Lead Practitioner (Behaviour & Inclusion).

This flexibility enables the pupil to engage with education in a way that feels manageable. On days when remaining in school is challenging, lessons can continue from home through AV1, helping to maintain consistency in learning and routine.

"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."

Reducing anxiety without interrupting education

At the beginning of the spring term, the pupil experienced a period of heightened anxiety and was unable to attend school for the first two weeks.

Instead of becoming disconnected from education, they continued to access lessons through AV1. As confidence gradually returned, attendance began to increase.

"In the last half term, they attended 57%, which is more than 100% of their 50% reduced timetable."

Importantly, the approach prioritised flexibility rather than rigid expectations. On days when attending school felt too overwhelming, learning could continue remotely. On other days, the pupil felt able to attend additional sessions.

For a young person who genuinely wants to attend school but finds the environment anxiety-inducing, this balanced and responsive approach has been key to maintaining both engagement and progress.

The success of AV1 has also relied on close collaboration between school and home.

"Sarah Lane, Family Liaison Officer, has worked very closely with mum, who has been really supportive and encouraging. It has been a really collaborative effort."

Partnership working has been especially important when introducing new approaches to families who may initially feel uncertain about using technology to support attendance.

For another pupil, high levels of anxiety had resulted in almost four weeks away from school. Although their family was initially hesitant about AV1, the team worked closely with them to build confidence and understanding around how the technology could help.

Following the implementation of a reduced timetable, the pupil began using AV1 for the first time.

"They used the AV1 for the first time recently and it was really successful."

The emphasis remained firmly on reducing anxiety and rebuilding confidence before gradually increasing expectations around attendance.

"School are aware and are keen to reduce the pupil's anxiety initially, then gradually build towards reintegration."

Supporting a gradual return to school

At Hinckley House School, AV1 has played an important role in supporting a carefully planned reintegration programme for a pupil whose anxiety was strongly linked to being around peers.

Working closely with the family, the team developed a low-demand plan that progressed at a pace that challenged the pupil without overwhelming them.

Initially, AV1 was used to provide a view of the classroom when no other pupils were present. As confidence developed, lessons were streamed so the pupil could become familiar with the environment and routines without any pressure to participate.

"This was just background noise, with no expectation for him to join in the lesson, just for him to see the classroom."

From there, the support was gradually expanded. The team visited the pupil in a safe space, shared breaktimes were introduced and outdoor learning opportunities provided further positive experiences.

Today, the pupil attends school and continues to use AV1 to access lessons while developing confidence in the classroom environment.

Creating meaningful opportunities for engagement

Across the pilot, AV1 has supported children and young people at different stages of their attendance journey, from maintaining access to learning during periods of absence to supporting successful reintegration into school life.

The technology has enabled pupils to participate in dozens of lessons that may otherwise have been missed, while maintaining important connections with teachers, classmates and their wider school community.

Its impact has been significant enough that schools are already looking to expand its use.

A flexible route back to education

The value of AV1 is not about replacing school attendance. It is about making attendance feel possible.

By reducing pressure, maintaining connection and creating personalised pathways back into education, AV1 allows schools to meet children and young people where they are today while supporting them towards where they want to be tomorrow.

For pupils facing barriers to attendance, that connection can be the first important step towards re-engaging with learning, rebuilding confidence and returning to the classroom.