Digital Learning

Digital learning is central to preparing students for life beyond school. Since 2013, the school has operated a 1:1 device approach and developed a whole‑school model built around Microsoft 365, secure access to learning at home and in school, and clear expectations for classroom use.

The school’s digital strategy prioritises equitable access for all students, ensuring that learning resources are available through school‑managed accounts and devices. Digital tools are selected to support the quality of education by enabling effective modelling, explanation, retrieval, and feedback within lessons. Inclusion is a core consideration, with digital platforms used to provide scaffolds, exemplars, and guided access for SEND, SEMH, and EAL learners. At the same time, systems are designed to reduce teacher workload through shared resources, consistent platforms, and efficient formative assessment tools. Safeguarding and responsible use underpin all digital practice, with monitored systems and curriculum teaching supporting safe and appropriate engagement.

Classrooms are equipped with a network of interactive displays and management tools that enable real‑time modelling and annotation. This allows students to engage actively during lessons and to revisit annotated content later, supporting independent study and long‑term retention.

The school’s approach has received external recognition through the EdTech 50 Schools Award, reflecting positive and consistent use of technology across teaching and learning. Hove Park School also engages in global communities of practice through the Apple Distinguished School and Microsoft Showcase Schools Incubator programmes. These links support continuous improvement and reflect sustainable, whole‑school practice rather than isolated initiatives.

Classroom Practice & Curriculum

Digital learning approaches are aligned with the school’s established lesson structure of Do Now, Success Criteria, and Endpoint. Technology is used to support, not distract from, clear curriculum intent and effective classroom routines.

Teachers use digital tools to check understanding during lessons, model high‑quality thinking through live annotation and visualisation, and provide timely feedback. Structured retrieval activities are built into lessons and revisiting opportunities, helping students to strengthen long‑term memory and make connections across the curriculum.

Learning materials are shared through Teams and OneNote, enabling students to access lesson content after teaching has taken place. This supports students in completing assignments, revisiting prior learning, and developing independence. Over time, this consistent approach improves clarity for students and supports more secure retention and application of knowledge.

Devices, Platforms & Access

Students access learning through secure, school‑managed devices and accounts. Microsoft 365 is used across the school for communication, collaboration, and file management, with Teams supporting assignment management and OneNote used extensively for lesson delivery and digital notebooks.

Classrooms make use of iPads and interactive displays to support modelling and annotation. Retrieval quizzes and exit tickets are delivered using tools such as Microsoft Forms and Kahoot. OneNote plays a central role in curriculum delivery, providing students with access to exemplars, scaffolds, and structured resources. This approach ensures that accessibility and inclusion are embedded into everyday practice.

Students are able to access resources either directly through Teams or through guided access during lessons using OneNote. In many subjects, students can follow learning in real time from elsewhere in the school, such as the Cullum Centre, as well as catch up after absence or revisit content at home. Lesson annotations and resources remain available throughout the academic year, and beyond where appropriate, to support GCSE revision and consolidation.

Safeguarding, Online Safety & Responsible Use

Safeguarding is integral to the school’s digital approach. All students use school‑managed accounts with appropriate security and monitoring in place. Online safety is taught explicitly through the curriculum and reinforced through clear expectations for responsible use. Staff receive regular training on safeguarding, data protection, and safe digital practice, and leaders routinely review systems and usage to ensure they remain proportionate and effective.

Staff Development & Workload

Professional development focuses on the effective use of digital tools to support teaching and learning, with particular emphasis on modelling, feedback, and retrieval. Shared digital resources and consistent platforms reduce duplication of effort and support consistency across subjects. Where appropriate, AI tools are used thoughtfully to support planning and organisation while maintaining professional judgement and safeguarding.

Impact

The impact of the school’s digital strategy is seen in improved access to curriculum resources, greater consistency in classroom practice, and increased opportunities for students to revisit and retrieve prior learning. Digital scaffolding supports inclusion, particularly for SEND, SEMH, and EAL learners, while centrally organised resources and formative assessment tools reduce teacher workload. External recognition and participation in national and international programmes validate the effectiveness and sustainability of the school’s approach.