Creating possibilities at Stonefields School

Background

Stonefields School caters to learners aged 5 to 13 years old. It has diverse learning profiles, with 33% of its students on the Learning Support Register for additional learning needs and 26% with English as a second language. Over 36 different languages are spoken at the school. 

In the early years classes, students share iPads within groups, dipping in and out of using devices as they need to. The older students have Chromebook devices on a 1:1 basis. The students use their computers throughout the school day and for home learning. 

Associate Principal Katherine Jackson explains what device usage looks like across the school: “The learners will use devices when it is appropriate. We use these as purposeful tools that best suit the needs of the learner, or group of learners, at that moment in time.” Students take responsibility for their own devices, taking them home at the end of the day and returning with them charged and ready to go for the next day of learning. Learners use their computers for research and for collaboration.

“There’s not a one-size-fits-all approach,” Katherine continues. “It’s about adults and teachers enabling children to be discerning and to choose the right tool for the job in hand. There are times when technology is the best tool, there are times when brainstorming around a table is the best tool, and there are times when talking to someone can get the best results. We encourage learners to reflect on the research methods they have chosen, to see if something else might have worked even better.”

Introducing Read&Write

Stonefields School had looked at various applications that could support learners, but the team wanted to find a suite of tools that could suit everyone, from gifted to struggling learners. It also had to be easy to use and easy to roll out. The solution they chose was Read&Write. 

Associate Principal Katherine explains their decision. “We were looking for tools that were inclusive. Some learners, especially in the more senior part of the school, did not want separate devices. They felt that made them stand out and look completely different."

The team at Stonefields got talking to a neighbouring high school and primary school within Auckland, which had started using Read&Write.

“They talked about how empowering it was for their learners,” said Katherine, “and so we could see in a New Zealand context where it was working successfully and hear those stories. And that was really powerful.”

Read&Write was rolled out across Year 7 and 8 initially, and with teachers modelling usage every day, it very quickly became the norm. After using Read&Write for over a year, it started to gain traction in Year 6 and Year 5 when staff felt it was appropriate. 

Katherine explains the rollout. “We started off with children who are dyslexic, but we soon found it was actually having an impact beyond that. We wanted to enable all our learners – including those with dyspraxia, ASD or a whole plethora of other things. We also had children who find reading overwhelming, who might prefer to listen to a passage and then have it summarised for them.” 

Not having the right technology in place can have a real impact on the wellbeing of learners, as Katherine explained. “Before, we've had children go through the system and they've tried different sorts of technology, but because it hasn't been inclusive, it’s been detrimental to their wellbeing. Learners have ended up in counselling and not wanting to come to school. So the importance of inclusivity and access can't be overstated.”

Seeing results

SENCo and Learning Support Lead Kate de Groot tells us what impact Read&Write has had on school attainment. “It's been immensely important in terms of opening up a whole world of access. That shouldn't be underestimated. If we can get that right, in terms of everybody having access to technology that enables learning, then that is a really good sign for society moving forward.” 

What does this mean in practice? Kate explains that for learners who really struggle with poor working memory, or have profound dyslexia or dyspraxia, the ability to synthesise is vital. “They've got the knowledge in their heads but previously they could only show it though pen and paper, or through another person. It’s been pretty euphoric when you see them become such independent learners and have that agency."

Kate added an example of a student she had been talking to who is severely dyspraxic. He struggles with fine motor skills, and even using a keyboard is very difficult for him. He told her that reading is really hard work, so he highlights the text and Read&Write reads it to him as he reads along with the highlighted word. 

“It becomes a mediator,” she says. “Students are getting the aural information at the same time as they’re seeing it. We believe this is helping to build neural pathways as Read&Write becomes an invisible third teacher in the classroom.” 

Through using Read&Write, learners who are struggling can show their true knowledge, which provides a great boost to their self esteem. Kate added: “When parents get to see their children achieving it’s fantastic. They can celebrate with the child and that really helps with self esteem. That confidence grows and we just open up more and more possibilities.” 

Kate and Katherine reflected on their first year of using Read&Write, which took place when the school was juggling Covid-19 lockdowns and hybrid learning. “Despite a six month lockdown of not being at school,” shared Katherine, “our overall teacher judgements for literacy went up compared to previous years. In fact, they accelerated beyond our targets.” 

Not only did their literacy results improve, but they saw how Read&Write supported the teacher-parent handover and provided seamless support. “The year groups who had Read&Write could keep their learning going more easily. They didn’t need to rely on adults for help and they developed agency and independence. It was so empowering, and we saw such richness in the writing coming back. They had the ability to drive their own learning because they had all the tools they needed, right in front of them.”

Getting buy-in 

We asked the team at Stonefields if they had any advice for other schools who are thinking of trying Read&Write. Their first tip is to provide professional learning opportunities for teachers and teaching assistants. They started slowly and as word spread, more and more people wanted to get involved. As Katherine explained, the process was “strategically organic”. The senior leadership knew that they would generate more buy-in and success if the team were fully invested in the tools and could see the benefits for themselves. 

Learning sessions were recorded for anyone who wasn’t present on the day, or who needed a few reminders later. Stonefields also made use of customer support from Everway – tailored to their school’s needs, this training helped guide on how to effectively integrate Read&Write into their everyday practice. 

Lasting impact

Katherine cites several examples of learners who now rely on Read&Write for their learning. Since using the technology, their learning performance has improved. “They’ve shown their true potential, and that nurtures a child's self esteem.“

And it’s not just learners who have taken to the software. “It has also freed up time for teachers,” Kate says, “because they no longer have to decode everything for their learners. Everybody loves it.”

“We now are seeing the win stories for so many of our children. We're trying to advocate for the local college to have Read&Write so learners are supported when they head there. We just want our learners to be able to continue with it, because we see it almost part of a life skill for them.”