Helping students learn independently with Read&Write

Background

Under the leadership of Head of Primary Patricia McLoughlin, Court Grammar has focused on creating learning environments where every student has the opportunity to participate and demonstrate understanding.

As digital learning and research became increasingly important across the curriculum, the school began exploring how assistive technology could help remove barriers for students who found it difficult to access learning independently.

The challenge

Before introducing Read&Write, some students found it difficult to access learning independently .

Many had strong ideas and the ability to contribute, but barriers related to reading, language processing, decoding and sustained attention often meant they needed an adult sitting beside them to access lessons, instructions and learning materials.

As classroom learning increasingly required students to read, research and engage with digital content, those barriers became more visible.

For teachers and education assistants, providing constant one-to-one support created additional challenges.

“If you’ve got a class of 27 and one child needs one-to-one support as soon as you introduce a lesson, that’s stressful and frustrating,” says Patricia.

Patricia recognised that the challenge was not a lack of ability. “Our little ones who are in this position are great thinkers. They’re just not always given an opportunity to present that understanding because of the weight of language within the system.”

The school began looking for a way to give students more independent access to learning while allowing teachers and education assistants to support the wider classroom more effectively.

Why Read&Write?

Patricia had previously used assistive technology while working in international schools, where it helped students learning English as an additional language access learning more independently.
When she saw similar barriers affecting students at Court Grammar, she recognised the potential for assistive technology to provide another pathway to learning.

Before recommending a wider rollout, Patricia personally funded an initial Read&Write licence.

The school began with a small group of students and education assistants, using the trial period to evaluate the impact on learning, engagement and independence.

Following positive results, Read&Write was gradually embedded across the primary school before expanding to a whole-school licence.

Building confidence through independence

For Patricia, the most significant impact has been giving students access to support when they need it.

Students who previously relied heavily on adult assistance can now access learning more independently and participate more confidently in classroom activities.

Today, that same student uses Read&Write every day and is confident accessing support independently when needed.

"The student is happy and confident enough to ask for help or use his device unassisted,” says Astrid Schiller, Education Assistant at Court Grammar.

The impact on teachers

Read&Write has not replaced teacher support. Instead, it has helped make support more scalable.

Students can access assistance independently in key moments, allowing teachers and education assistants to focus their attention where it is needed most.

“A teacher is able to do their job a little bit more efficiently with the whole class rather than one-on-one in those moments," Astrid says.

By creating another pathway to learning, Read&Write helps schools support a wider range of learners without increasing reliance on one-to-one intervention.

Families see the difference

Patricia says some of the clearest signs of success have come from families.

“When things go quiet, you don't even need to hear from a parent. You just know that it's working.”

As students become more confident and independent, families often become less anxious about their child's experience at school.

One family was so committed to helping their child embrace Read&Write that they encouraged older siblings to learn the platform as well, ensuring their younger brother would not feel isolated using it.

Creating a consistent approach to support

For Court Grammar, Read&Write forms part of a broader commitment to accessible learning.

Assistive technology can be incorporated into Individual Education Plans (IEPs), ensuring support follows students as they move through the school.

“It can be something that's noted on a child's learning plan, and naturally goes with them," explains Patricia.

The school now holds a whole-school licence and is beginning to see increased adoption as students progress into secondary school.