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Boosting digital inclusivity: enabling all children to fulfil their potential and access the life-changing benefits that technology brings

Discover how to enable all children to fulfil their potential and access the life changing benefits that digital brings 

Elizabeth Anderson, Chief Operating Officer, Learning Foundation & Digital Poverty Alliance

Overview – Boosting digital inclusivity 

Improving digital experiences for learners and teachers is vital in preparing today’s students for a digital future. Come and learn about some of the work that is happening to make this easier for schools, and find out about the support, funding and services that can help your school or trust transform your students’ relationship with devices and digital learning opportunities. 

Elizabeth explores what is meant by digital inclusivity and digital poverty, why there is still an issue and how together we can boost digital inclusivity within schools. 




About The Learning Foundation 

For more than 20 years the Learning Foundation has been providing independent advice and guidance to schools on the best way to introduce 1:1 technology, where every child has their own device to use in class and at home. 

Their vision is to enable all schools and students to engage with technology in a safe and secure way that genuinely enables them to enhance their teaching and learning and to impact on the appalling divide that has long stricken the UK where still too many children and young people are leaving school without their ambitions, dreams, abilities, and potential being fully realised or realisable. 

About The Digital Poverty Alliance 

Launched by the Learning Foundation in 2021, in partnership with the Institute of Engineering & Technology and Currys plc, the Digital Poverty Alliance is driving change in digital poverty with the ambition of ending digital poverty in the UK once and for all by 2030. 

Digital poverty: The Facts – do you know that: 

  • 25% of vulnerable children do not have access to a suitable device for learning?
  • 50% of 12–15-year-olds have had a negative experience online?
  • 70% of households earning less than £17.5k only have foundation digital skills?
  • 82% of jobs advertised require digital skills? 

Next steps 

There are several ways in which Scomis can support schools wishing to address digital poverty: 

Our portfolio of technical support services includes consultancy, onsite and remote tech time – as well as regular ongoing support. As an experienced technical services provider – we are well versed in transforming donated Apple, Microsoft, and Google devices into managed devices for school use.  

We can configure school owned devices to be securely managed via the cloud for safe use by students at home. 

We can assist with the reconfiguration and support of any devices and learning platforms which have been acquitted via the DfE’s “Get help with technology”, disadvantaged and vulnerable student device schemes. 

Contact us to find out more.

Further reading and reference material

To follow

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Session transcript

TARA: Welcome back to this final session of ScomisLive.  I’m Tara Benson.  I’m joined this afternoon by Elisabeth adder son from the Learning Foundation and Digital Poverty Alliance.  As we have learned throughout the two days of ScomisLive, improving digital experiences for learners and teachers is vital.  It prepares today’s students for their digital future.  Reaching that crucial goal, preparing students for their future requires equity of access to technology, to tech infrastructure and to teaching.  This is the Learning Foundation & Digital Poverty Alliance’s focus.  Lor Elizabeth is here to talk to us about the work that makes this easier for schools.  You will find out about the support, the funding, and the services that can help your school or trust transform your students’ relationship with devices, and with their overall digital learning opportunities.  The Digital Poverty Alliance was launched by the Learning Foundation in 2021, in partnership with Currys PLC and the Institute of Engineering and Technology, the Digital Poverty Alliance is driving change in digital poverty.  Their ambition is to completely end digital poverty in the UK by 2030, which is just eight years ago.  So, Elizabeth a warm welcome to ScomisLive. 

ELIZABETH: Thank you Tara.  Fantastic to be here and I’m delighted to hear we have so many teaching colleagues joining us from around the country today.  I really do hope that you are going to find this session helpful in understanding a little bit more about what digital poverty actually means, what we are all working towards, in terms of how we can address it.  And a little bit of, hopefully, what you can take back to your school and your organisation about how you might be able to help some of the children that you work with. 

  So, I thought I would just start out with actually who are we?  So, who are the Learning Foundation?  Hopefully some of you will have heard of us and worked with us in the past.  We were established over 20 years ago.  And over that 20-year period we have been working with schools to embed technology in a sustainable way that can help children in their education.  We know that there are no educational outcomes which aren’t improved by bringing in technology.  And you know that.  That is why you are joining Scomis.  Today, the Learning Foundation runs two main services which I will talk about a little bit.  The Donation Management Service and the Digital Poverty Alliance.  But we also work with a wide, wide range of other organisations, and schools to find and join us with funding different opportunities that can enhance the outcomes of the children you are supporting.  And we look to do that, really, through four key values.  So, we want to empower people on the ground.  We want to advocate with government.  But we also want to act in a sustainable way.  And we want to use our research base to actually be able to create change everything we do is about working with other people, explaining the power of digital but then also ensuring that we can find a really long-term solution that isn’t just piecemeal.  What we don’t want to do is just sticking plaster solutions, that temporarily fix problems.  We are looking for that kind of societal change that will hopefully mean that, after 2030, digital poverty in the UK is a little bit more like digital poverty in Scandinavia.  Something that isn’t actually really an issue because everyone is online and everyone can see those benefits. 

  However, the Digital Poverty Alliance we set up last year because digital poverty is such a major issue, still in the UK.  So, non-profit, part of the Learning Foundation.  Convening, compelling and inspiring.  So, what we want to do is bring together everyone who is working on the digital property agenda, whether it is government, charities, industry, individuals, community groups – everyone, get everyone together, in the same place and working towards the same goal.  And what we are planning to create is a national delivery plan which creates everything we need to be able to tackle digital poverty.  Right now, what we are working on is an evidence review that brings together all of the different reports, the myriad of activity that is out there and we are then going to form a project plan for how, in the UK, government, industry, schools, communities, can all tackle the barriers to digital services.  As Tara mentioned, founded by the Learning Foundation but supported by Currys and the Institute of Engineering and Technology, so we have high-level supporters around the table to help us do what we do.  Is digital poverty still an issue?  You might say the Learning Foundation has been going for 20 years, hopefully, you know, you have made some progress.  And we have made some progress.  But a lot of interventions out there, we have realised – and particularly during the pandemic – there was a light shone on the issues that are out there.  Many, many interventions tend to focus on maybe one type of support.  And you will be familiar with this.  DfE, pandemic started, people, kids had to learn from home.  Throw laptops at the problem; connectivity that will hopefully magically fix digital poverty. It didn’t.  We know that, you know that.  Lots of people out there recognise that now. 

There is so much more to getting young people to be confident and regular users of digital services.  There is a lot more and you cannot just provide a laptop and hope it’ll take a turn.  That is exactly what we are trying to address.  I put this slide in.  It is a snapshot of what will digital poverty looks like.  You may think, you may be in your area and thinking – crikey, the situation here is really bad.  Hopefully, in your area, the situation isn’t that bad but I suspect if you are listening to this session, you are listening to it because you know that you have families who aren’t able to benefit from digital skills.  So, Lloyds Bank, for example, used all of the data that they get through transactions, online banking, credit card use, they pull this altogether and they can see, even just through their research, that 11 million people lack essential digital skills. 

  10 million lack even foundation level of skills and that is including the ability to turn on a laptop.  So, you give out laptops, people don’t know what to do with them, when they first receive it.  And why should they?  If you have never used a laptop, if you give somebody a smartphone and you expect them to know everything about how it works, we can all cast our minds back to the beginning of the pandemic, when none of us through how Zoom worked.  We sort of stared at it and went, “What is this?” These days we are still, certainly I am endlessly forgetting to am could off mute.  So much so on these very sessions we were told – please don’t mute your microphone, because you might forget to turn it become on.  And that is people who are confident using IT.  10 million people lack the ability to know how to turn their laptop on and then what to do with it, when it comes on.  That is the perfect example of why just sending laptops home to people, with no context around it, doesn’t work.  You will have seen that, if you have been one of the schools that did benefit from free laptops for students. 

  We know there are regional variations but, actually, there is still quite high levels of people lacking the skills that they need.  And 44% of people with very low digital engagement are on low incomes.  Low wages. 

  30% of young people aged 8-24 were found at risk of being digital castaways.  One-third of kids not having what they need in order to use the internet.  That is the perception that every young person knows how to use the internet, knows how to use digital services and a laptop.  It is a lot of people.  6 million young people don’t have broadband or a computer.  It is a really serious issue.  Really big numbers of people.  You can see a few more steps on that page and you will have access to the recording.  Do get in touch if you are interested in getting into this a bit more.  I really did want to show you that it is a massive problem across the country, across the UK.  And, of course, it stretches internationally as well. 

  And it is worth being aware that by 2030 – which is when we set our goals of ending digital poverty – 5 million workers could be under-skilled in basic digital skills.  And think about where the economy is going.  Think about the fact that, I believe it is 80% of jobs will require some level of digital skills now.  If 5 million don’t have those skills, that shows us we will have a problem.  We will have a mismatch between the jobs that need done and the jobs people are able to do.  That is something we have to correct.  We also know that people are missing out on so much.  Kids are missing out on so much.  People who did have to shield during the pandemic, nearly two-thirds felt that digital skills helped them to feel more positive.  It is all about wellbeing.  If they hadn’t had that opportunity, 53% felt they couldn’t have coped.  Now, OK, we are moving out of the pandemic.  But nonetheless, we know that social he can inclusion remains a big issue.  Loneliness remains a big issue.  And it is the responsibility that sits with all of us to ensure that we give people all the opportunities that they can take for mental wellbeing.  Similarly, who were even just furloughed, had a change of employment status.  Again, nearly two-thirds felt they couldn’t have coped without digital and that digital tech helped them feel more positive.  And that has been really, really important. 

  It helps people connect with friends.  You can feel part of the community and many of us, you know, go on social media and to keeps us in touch with our family and friends.  And if you don’t have that opportunity, just feeling out of the loop.  Even anecdotally, things like if you don’t have access even to things like Netflix or Amazon Prime, you are that person who can’t talk about the latest TV show.  You are the person who is being left out in the school canteen, whatever, because you are not part of the group.  And it is these sorts of things that don’t actually get talked about but actually, it is really, really important.  As I mentioned, basic digital skills are near universal requirements.  So that is over 80% of jobs needs some levels of digital access.  So, all of these stats help to paint the picture of why digital isn’t an add-on, it is something really important.  It is something really essential in life now.  You wouldn’t accept living without water.  You wouldn’t accept living without electricity, or some kind of power.  You can’t accept living without digital because it is so incompetent grated into everything in our lives now.  So, digital inclusion within schools.  Why is this so, so important?  It helps to ensure a level playing field for teachers, children and families.  And we very much include teachers within that. I’m going to talk in a little bit about Tech for Teachers, one of the programmes we run.  But it is so important that everyone has the equality of access, the equality of information they need in order to be able to make the best of what digital inclusion can provide.  Technology needs to be a key part of learning.  And this is really important because it’s about ensuring that children, parents, teachers, everyone, actually has a reason to use the devices that are provided and the digital tools that are provided.  Very few people, in 2022, whatever age they are, wake up one morning and go – I know what I want to do, I want to learn digital skills.  No, people want to use digital as something that will facilitate them, in order to achieve whatever else they want to achieve.  That might be teaching and learning.  It might be accessing Netflix.  It could be learning a language.  It could be checking out a new meme online.  People use digital as a tool.  They don’t use it as a be-all and end-all in itself.  So, we have to make that relevant.  Moreover, we have found it is really important to ensure that families understand the benefits of digital tools and devices.  So, it is no good in kids taking moment devices, whether it is a leadership top or a tablet and the questions start – why are you wasting time on that?  You have to ensure that families understand how this can empower their child in terms of both the digital skills that they will need in their later life, but also how that attaches to their learning, to their core, to the core subjects that they are learning about and why that matters.  Advocating for the improved outcomes, as a result of technology.  As I mentioned, we know that absolutely every educational outcome, research has shown, is improved by access to technology, absolutely across the board.  It is so important that schools, teachers are aware of this.  And feel confident in talking about why that is important.  And as I mentioned, recognising that devices, even when they are school-based, they may be used for non-learning activities.  That matters.  Why not?  Why shouldn’t they be?  It is something we have seen that is of concern, OK, they might be on social media.  OK, why is that a problem?  As long as they are using it in a safe way, as long as they have support at home and as long as everyone is clear about purposes and online safety, there is no reason why devices shouldn’t be used for some of the extracurricular fun that actually, you know, makes everything worthwhile. 

I have talked a will the about devices but they are only one part of the issue.  So, they are not the be all and end all.  Connectivity at home.  Now this was something that DfE did look at, of course when they gave out the laptops.  You cannot assume that everyone has access to Wi-Fi or to data.  We know that a huge percentage of people at the moment cannot afford broadband.  We know that there is the data or dinner question.  Can I afford to be topping up a sim card when I have choices about whether I can feed my family? The cost of living rising at the moment and we know, given the terrible situation in the Ukraine, it is only going to get harder.  We have to look at how we can help with that. What other opportunities are there to provide Wi-Fi and connections, skills and support at home?  I talked a bit about ensuring that families see why the use of tech is so important.  But also, what can be done to ensure that they feel confident and capable in supporting their child to use that device to the best of their ability?  Even being aware that, you know, if there isn’t a quiet space at home, it might be more challenging to use a laptop or a device.  There might be competition for access to that device, even if it has been allocated to a child.  Again, that comes back to talking to parents, talking to families and having some understanding about why this is important. 

  Signposting to best use.  You know – how can you get the best out of your device?  What tools are there out there that are relevant?  The attitudes, the angle of –  don’t waste time on that laptop, get on with your homework.  Well, homework may well be on that laptop.  So, again, it is working with families.  Ensuring that the motivation and the relevance is there.  If it is not relevant to the family, the child will struggle to get the best use, at home, out of a device. 


Now, this is a slightly complex looking slide but digital poverty is a complex issue.  It links in a lot of the things I have just been talking about.  But for those of you who are a bit more visual, it puts it all there. 

  On a personal level, in any given family or for any given individual, we believe that there are these five key determinants or barriers in terms of digital inclusion and digital poverty.  So, devices and connectivity – it is really obvious: Can I have a device?  Can I afford to connect that to the internet?  Is there a user-centred focus in terms of what I want to get on to?  Particularly for those with special educational needs.  You know, user-centred design is absolutely key. 

Capability – talk about that as well.  The skills and training for people to be able to get the best out of it. Motivation – Possibly one of the hardest things.  This is why I come back to the relevance.  If people don’t understand why the internet and technology is important, actually, why would they use it if they don’t already?  And then other, support – and this is a place where particularly the schools can provide a huge, a huge input in terms of being local, trusted faces, talking about why the use of digital is so important and why it is so relevant.  And also, other issues.  So, you know, the political context, living conditions, all of the circumstances that sit around that. 

  So, on to something slightly a bit more positive.  How do we actually help at the Learning Foundation?  What are some of the things that we do that might be useful and relevant to you?  So, we run a funding support service which we call the Donation Management Service.  Because we are a registered charity, we are able to work with you on a one-to-one basis and we can take in parental donations and apply Gift Aid to that; 25p in the £1 which helps us cover the admin costs.  It is not a corporate contract.  It is not like some of the larger, slightly sharkish firms out there.  You know, if parents can’t financially donate, what we want is for everyone in a class, or everyone in a year group to be able to benefit from technology.  So, we don’t turn individual families away just because a parent or a family can’t afford to donate.  This comes back to creating that level playing field for everyone.  We can use pupil premium to help supplement funding, when needed.  But the most important thing is that every child, within the programme that you choose, is able to benefit from having a laptop.  Or a tablet or whatever you choose. 

  We have a school liaison team that then work with you to help you choose.  And we don’t make recommendations.  We don’t push, we don’t get kickbacks.  We help you consider what is going to be best for your kids in terms of hardware, software, and how you can work with parents and teachers to get the best out of the scheme.  We found that this really does help in terms of building that sustainable way forward.  This isn’t a piecemeal sticking plaster solution.  This is people having laptops, changing lives, understanding how it fits into their learning and your teachers being supported to build that into how your curriculum works in your school.  Very importantly, it is not a one-size-fits-all solution, it is not – this is how we work.  No, this is how you work and then how we can come in and support you to do that.  On quite a different level, we also run Tech4Teachers.  And this is one of our advocacy projects.  It is working to create a proof of concept, where we can look to the Department for Education to support a national roll out.  We conducted research last year – some of you may have seen that in the news – nearly half of teachers don’t have what you need in order to teach remotely or support students remotely.  And that is really bad.  And I feel, not necessarily guilty, but very aware that, in my job I just expect a laptop.  Because working in a charity, or working in a company, that is what happens.  Teachers, as you already know, I don’t know why I’m telling you this, but you can’t expect to have a laptop provided for you, from DfE or the local authority.  That is why we are running the scheme bus we are very aware for you to do what you want to do; you need devices.  We work with pre-selected schools that meet our criteria, including over 40% Pupil Premium within schools but other than, that primaries and secondaries with special provision, to provide 10 laptops per school as a starting point.  Last year we did this with Curries and handed out 1,000 laptops and we saw fantastic results just from that small scale scheme that we ran. 

  This year, we are doing it again, we are working with Barclays and with Intel and we are going to have a university-led programme, working with the University of Wolverhampton to create a white paper to present to DfE, to show that this is something that matters.  But what we also need is you guys to show this is something you care about.  That this is something that, you know, could be a real change in how you do your jobs, in how you provide support.  We feel this is really important.  Then, we also work with other partners and funders to provide direct intervention in cases of most need.  For example, if any of you are watching us and your school is within Greater London and would you like a small grant of £5,000 for digital, get in touch, you know.  Fairly immediately.  We have some grants available.  It is all about supporting tech, digital in the schools.  What is key to this is what is going to work for you.  Not what might work for me or us, but what will work for you.  In urgent or hardship cases we also carry at any one time, a small stock of refurbished devices.  So that we can provide immediate assistance if there is something, or you know you have a small group of pupils within your school that really need some help.  Is and a little bit about the Tech 4 Teachers programme I have talking about, we run strategic pilot schemes where we evaluate impact.  Sometimes working with teachers, sometimes with schools or with families or other groups, to be able to support those who are most at risk of digital poverty but then evidence the value that digital interventions can bring.  That is what we can do to help.  You might be sitting there at this point thinking – that is great but what can I do to help?  So, do think, over the next few days about how you can maximise access for devices for your students and for your teachers.  If that is something within your remit, how can you best do that?  Absolutely, get in touch if you are interested in the Donation Management Service that the Learning Foundation provides.  That is a great way of working with parents and students within your school.  And always get in touch with us, as well, if you have any ideas or, you know, if you have anything you want to talk about.  Also, understand the scale of the digital poverty problem in your school and in your community.  It’s often not quite what you imagine.  So, we can help with surveys.  We can help you understand what it looks like and the other barriers I talked about, beyond devices.  Whether it is how parents perceive using the internet.  Whether it is lack of connectivity.  Whether it’s just the need for some skills and some confidence-building within families.  There are all sorts of things that can be done to help but first, you have to understand what people need.  And it isn’t always a laptop.  Sometimes that comes a little bit further down the journey. 

Do also think about how you can make digital a key part of learning and lessons, as a part of this.  It’s not an add-on.  When the kids you are working with go on to jobs, digital will just be a part of how they do their job.  So, it is really important that it is a part of how they are learning now.  And I’ve also popped there, a QR code on here.  We have a Digital Poverty Alliance community hub where you can talk to people, it is a safe space where you can talk about ideas, problems you have, ask for help, come up with an idea that you are not entirely sure whether anyone is going to like it.  Put it on there, see what people think.  It is a really friendly community and we are always on there and always looking at new ideas that people have and whether that is something that we might be able to help them take forward.  So, if you have your phone to hand, now is the perfect moment.  Don’t take a photo of me that. Is not what you want.  What you want to do is get your camera, scan the QR code.  That will take you to a page where you can sign up for the DPA community hub.  That is about it from me.  Hopefully, Tara that was about half an hour.  So, any questions. 

TARA: Oh, Elizabeth not just perfect timing but so interesting; the things that come further down the line as a result of the equitable access and it is startling, thinking about 5 million people lacking the skills they need for future jobs.  It is great to know about the research-based practical ideas, proof of concept schemes and campaigns to make that change that the Digital Poverty Alliance is leading.  And, really, it’s great to kind of understand that your focus is to support schools’ goals and the way they work.  And, it’s not just practical advice.  You know, actual practical help, not just advice, available right now in the form of those grants.  So, amazing, amazing.  Thank you so much, it’s fantastic.  We have a couple of questions, actually.  So, what shall I start with?  Someone here is asking where they can find more information about accessing donated equipment in their area? 

ELIZABETH: So, one of the things that the Digital Poverty Alliance at the moment is doing – which we haven’t done yet but it is going to be ready soon – is to create a matching tool, where you can say what you need and people who have kits can say, “I can help you with that.” Or the other way around, you can say, “I have donated devices, or I would love nothing more than to teach some people some digital skills for free.” And people can go, “That’s great, I will take that.” That is something we are working on at the moment.  Because we know that there is a gap and people are in need.  There are lots of organisations that can help you to “buy” refurbished devices, people like Refurbished Devices and Clear 1, they are people we work with, but if you are a school and looking for more specific advice about what you need to access in your area.  Get in touch with us at our website and we will always try to help you with what you need.  If it is something that is super urgent and it is something where actually, as I mentioned, you have kind of a hardship situation, we will see whether there is anything we can do to help you.  Otherwise, we will signpost you to some of the colleagues that we work with in different areas. 

TARA: Whilst the matching tool is kind of on its way, and perhaps even after the matching tool is there for people to use, just to get in touch.  It sounds like the Digital Poverty Alliance is just a very friendly, open, engaging – you just want to hear what people need. 

ELIZABETH: Absolutely.  I cannot urge people enough:  Get in touch.  We may be a small team but because we are a small team, actually, everything that comes in, we look at, we consider what is the best we can do to support you?  It doesn’t go into some sort of contact centre.  It is very likely it might be picked up by me or Paul our CEO or Fiona our business support manager.  We will get back in touch with you to see how we can help.  I cannot emphasise, we want to support what you need to do.  We don’t want to offer a cookie cutter service to everybody. 

TARA: Fantastic, and that segues neatly into the final question I would like to ask you which is:  When teachers want to engage and delve into what they can do as individuals, what can an individual do, in the context of reducing digital poverty? 

ELIZABETH: So, I would say probably the most important thing is see whether your school would be happy to run a survey to understand the scale of digital poverty in your area.  Digital poverty cannot be fixed through any one solution.  Because there are so many different strands to it.  So many different parts.  And this is exactly why I say we can help in terms of some template surveys that might work for you had.  Understand what the barriers are.  Please do not assume that the barrier is always – I don’t have a computer. 

  Because there is so much else.  There is already a lot out there.  So, if it’s skills’ training.  There are so many free skills providers.  There is so much that you can access, not just online.  We are very aware that there is an irony to – how do you learn to use the internet?  Go on the internet.  No, there is so much else you can access.  Find out, is it skills, is it connectivity, is it devices, is it motivation?  And then think, get involved on the Community Hub and think about how those specific interests, those specific barriers can be addressed and as we have just covered, get in touch if you have any questions, we are very happy to help you to understand how different solutions can help different problems.  But then also do think about how you can build digital into your learning because the only way to make it relevant, is to make digital something that people need to use.  Don’t assume, though, that every kid knows how to use digital.  You saw some of those stats earlier on.  30% of children aged 8-24 are at risk of not actually being caught in on the digital revolution that we are going through at the moment.  So, give them a reason to realise why it is important.  Give families a reason to realise why it is important:  If people realise it is important, there is help out there, in terms of confidence, in terms of connectivity, capability.  Even in terms of connectivity and devices but looking at what tech and digital can do for people, it is one of the most important things and, as a trusted local face, that is absolutely something, as a teacher, we would love you to help with. 


TARA: Wonderful.  So, step 1:  Really understand what level and aspect of digital poverty are prevalent in your area and you can support with that.  And then to analyse what that means, and you can support with that.  And then to fix those various aspects, and you can support with that. 

ELIZABETH: Yeah, basically we can support with everything I suppose is what I’m saying.  But absolutely.  Try, we are out there and if you want help, the most important thing to understand is what the problem is.  Number 1, understand that issue. 

TARA: wonderful.  I cannot think of a better way to end an EdTech conference than talking about bringing everybody up to the same standard of accessibility and equity.  Thank you, once again for joining us this afternoon. 

ELIZABETH: Thank you. 


TARA: I would like to hand over now, very briefly to Debbie and Hilary who will say a few words to bring ScomisLive to a close. 

DEBBIE: So, we hope that you have enjoyed ScomisLive, as much as we have.  We set out to provoke your curiosity, to give you ideas and clear pathways your organisation, staff and students can take to achieve best practice.  We have not only explored the future of EdTech but we have also explored much broader challenges that will resonate with all of us, from wellbeing and resilience, through to inclusivity, strategy and leadership.  We’ve heard big and sometimes radical ideas from our keynote speakers.  We have heard about the direction of travel for the next few years from key players in the EdTech arena.  And we’ve heard how our colleagues in the sectors are tackling challenges here and now, with the support of Scomis. 

HILARY: We would like to say a very big thank you to everyone that has contributed to ScomisLive.  Our visionary keynote speakers, Zoe, Daniel, Sugatta and Emma and to Arbor, Google and Microsoft, ESS and our partners who have supported the event.  The G-Tech, ISPL, the Learning Foundation and Babcock(?).  And enormous thank you goes to the schools and trusts that have given us such helpful and useful insights, kindly delivered, and a thank you to the Scomis team that have worked tirelessly behind the scenes to make ScomisLive a success.  Most of all, thank you for joining us.  We hope that you are inspired by the possibilities we have presented to you and that you are taking away learning and insights that will have a positive impact on you, your staff and ultimately the children in our school.  And don’t forget that Scomis is always here to help.  Take care, and we hope to hear from you very soon.  Thank you very much. 

DEBBIE: Thank you everybody.