Student iPad Scheme – September 2026

We are clear that to maximise the benefit to every student, we would like all families to sign up to the scheme, hence offering financial support for families facing financial hardship as well as a discount for those with siblings. 

Depending on the level of take up in a given class or year group, we will either expect those not participating in the scheme to work on pen and paper in school and access One Note, Microsoft Teams at home, or we will loan students a ‘spare’ device to use during the school day, but not to take home. This will initially depend on take up as we only have a limited number of spare devices.  

We hope, based on the experience of other local and Surrey schools running similar schemes (including Glyn and Blenheim in the borough) that take up will quickly reach 95% plus, but are mindful that this may initially be lower.

We have engaged with our partner Albion, to ensure that staff have had support and training throughout the Summer Term as to how best to use the iPad in the classroom and as an educator – I’m sure your daughter may have noticed this. 

In September, iPads will be distributed to students on a class by class basis with initial induction and training on key device functionality (session 1) and a second session on using key Microsoft and iPad Apps. 

We will also run additional afterschool sessions to support any student who is struggling with the technology. 

To ensure a smooth transition, for the first three weeks of the Autumn Term, key handouts and worksheets will be printed, in addition to being available electronically to ensure that any student struggling with the technology, who forgets their device, or runs out of battery is not disadvantaged. Please also be reassured that, as this is a hybrid scheme, students will continue to have an exercise book to work in, as they do now.

One of the biggest reflections from Student Voice feedback was concerns around forgetting their device, or it running out of battery – linked to how schemes operate in other schools. 

Please be assured that certainly as the scheme is launched, we have no intention or desire to sanction any student who forgets her iPad, nor whose device has low charge or runs out of charge during they day. In both circumstances, they will still be able to work in their exercise book, and be provided with handouts, for that day or the rest of the day, catching up on Teams and OneNote when they return home.  

We do not intend to routinely offer charging in school, as this will be disruptive to learning and the day to day efficient provision of education, but if we can assist, we will. 

Due to operational, safeguarding and insurance reasons, we are currently not allowing iPads to be brought in from home as part of this scheme. We appreciate this is different from how Glyn and other schools operate, but device equity and security concerns, alongside our robust device management plans, mean that we are confident that this is the best approach – albeit we note this is a frustration for some. 

As outlined in the consultation presentations, the level of management and central control of these devices will mean they will feel and operate very differently from a personal device – and based on our Blackout experience, even if a family wished to gift the school an iPad (and legally transfer the ownership to the school) the blurring of device control, monitoring, and filtering of the device at weekends, during holidays, and if used by other family members, is not desirable for either party in the medium to long term. 

Research and professional experience are clear: technology improves learning only when it is used deliberately and purposefully by expert teachers. Screens do not improve learning on their own, and we have no intention of allowing technology to dictate how lessons are taught. 

At Rosebery: 

• teachers will continue to decide when pen, paper and books are the best tools
• lessons will remain rooted in explanation, discussion, practice and feedback 
• no subject will be expected to use technology if it does not add clear educational value 

The iPad is simply one tool, among many. Used well, it can support drafting and redrafting, high quality feedback, organisation of learning, accessibility and independent study. It is not a replacement for thinking, writing or teaching. 

One of the most important benefits of a one-to-one, school managed device is the way it can support inclusive practice and SEND provision, while still maintaining high expectations for all.

For some students, assistive technology can:

• improve access to written instructions and resources
• support organisation, spelling, planning and independence
• allow adjustments such as text-to-speech, speech-to-text or enlarged text, where appropriate

These tools do not remove challenge or lower standards. Instead, they help ensure that students are able to show what they know and can do, reducing barriers to learning while preserving academic rigour. Use of accessibility features will always be guided by need, professional judgement and existing support plans.

Students with additional needs who currently use a Chromebook in school as their adapted way of working, will be offered the option to use a Bluetooth keyboard with their iPad instead. As they progress through Key Stage 4, if their agreed access arrangements for assessments and GCSE examinations stipulate the use of a laptop, the SENCO will review whether they will continue to use both devices or just a laptop or Chromebook, to prioritise typing skill and speed.

Safeguarding is non-negotiable. Any one-to-one scheme at Rosebery will include: 

• robust filtering, monitoring and device management software tools 
• clear limits and restrictions on what devices can be used for and when 
• explicit teaching of digital safety and responsible use 

These will be school managed devices using a mobile device management system (MDM) designed to support learning safely and appropriately, whether the student is working at school or at home.  

Filtering is preventative and monitoring is reactive, enabling the school to respond appropriately to safeguarding concerns. Filtering and monitoring arrangements are reviewed at least annually in line with DfE guidance and statutory safeguarding requirements.

As a result, these devices will feel and function very differently to personal devices. 

Parents and carers can support safe and balanced use at home through Apple Screen Time or the Jamf Parent app. These tools allow families to set time limits, restrict apps and apply additional web filtering outside school hours.

Whether being used at home or at school, it will not be possible for students to install or access any social media apps. 

Parental controls are paused during the school day to ensure devices are fully available for learning.

A further and important benefit of a one-to-one scheme is that it allows us to remove ambiguity and inconsistency around mobile phones. 

When students have a single, school managed learning device: 

• there is never a need for personal phones to be used for learning or administration during the school day 
• expectations for device use become clearer and easier to enforce 
• boundaries between learning technology and personal technology are strengthened 

This supports focus, reduces distraction and helps us maintain a calm, purposeful learning environment. The iPad would be a learning tool, not a personal mobile phone substitute. However, the scheme will help more families to consider offering their daughter having a smartphone free - or perhaps social media free – childhood. 

Online safety and cyber security are whole-school responsibilities. Clear acceptable use policies will be in place for students, supported by staff oversight and ongoing education about safe, responsible and ethical use of technology.

Senior leaders, safeguarding staff and IT teams work together to ensure effective digital governance and compliance with national guidance.

All apps will be tested and vetted for GDPR compliance before authorised for download and distribution to student devices to protect students’ personal data.

The scheme operates on a parental contribution basis to ensure fairness, affordability and long-term sustainability.

Financial support is available for families who may find it difficult to contribute, including reduced contributions for pupils eligible for free school meals. No student will be excluded from learning opportunities due to financial circumstances.

The scheme is a parental contribution scheme, as it is not possible for the school to fully fund such an extensive project without additional funding. We are requesting that families make a contribution of £14 per month, for 36 months, to make the scheme financially viable for the school - which equates to a total contribution of £504 over three years per student.

In addition to helping fund significant ICT and WiFi infrastructure upgrades, ongoing IT and admin support, and staff training, these contributions will allow us to issue students with the following equipment and services:

• 11-inch iPad (A16 (Silver, Wi-Fi, 128GB)
• Turbo 30W Plug, empower by Panzer Glass - USB-C UK Plug White
• Skriva Stylus for iPad 
• STM Dux plus Protective case and screen protector 
• Albion iCare for 36 months (inc. accidental damage and theft, with no excess)
• MDM & safeguarding software
• All educational apps & subscriptions required for school and home use 

We will also look to offset the financial impact on families by reducing requests for other parental contributions for items such as revision guides, dictionaries and some Art and DT resources. 

During the contribution period, the iPad remains the property of the lease company, after which time the title ownership is transferred to Rosebery School. However, the device must remain enrolled in our device management scheme until the student leaves Rosebery School.

Students are expected to take good care of their iPad. Devices can be remotely locked and wiped if lost. The lease includes repair and/or replacement devices for accidental damage or faulty device operation. However, deliberate, careless or repeated damage/loss may result in repair costs being charged.

As part of the proposal, we aim to move away from Google Classroom and support student learning by moving teaching resources onto Microsoft Teams and One Note.