Research School Network: From EdTech to PedTech: Levelling the Playing Field for SEND through Evidence-Informed Practice Written by Julaan Govier of Cheam Common Junior Academy (LEO Academy Trust)

In the modern primary classroom, technology is no longer an ​“add-on” — it is the very architecture of our learning environment. At LEO Academy Trust, we often ask ourselves a foundational question: ​“What do we need from technology?”. In the context of Special Educational Needs and Disabilities (SEND), the answer is clear: we need technology that serves as a bridge, not a barrier. By grounding our digital strategy in the EEF’s evidence-based ​“Five-a-day” approach, we have moved beyond simply using ​“EdTech” to embracing ​“PedTech” — a pedagogy-first mindset where technology is the engine for high-quality, inclusive teaching.


The Evidence Base: The ​“Five-a-day” Approach

The EEF’s research highlights five core practices that significantly impact the progress of pupils with SEND in mainstream classrooms:

- Explicit Instruction: Clear explanations and modeling.
- Cognitive and Metacognitive Strategies: Helping pupils plan, monitor, and evaluate their learning.
- Scaffolding: Temporary support that is gradually removed.
- Flexible Grouping: Using data to group pupils according to specific needs.
- Using Technology: Leveraging tools to support access and engagement.

At LEO, we don’t treat ​“using technology” as a standalone fifth pillar. Instead, we see it as the ​“digital glue” that strengthens the other four.


1. Scaffolding and Access: Beyond the ​“Differentiation” Trap

One of the most significant challenges for SEND pupils is the ​“glass ceiling” of traditional differentiation. Often, providing a ​“simpler” task inadvertently limits a child’s exposure to high-level content. Our PedTech approach uses technology to provide scaffolding
that maintains high expectations.

Through our 1:1 Chromebook programme, pupils with dyslexia or processing delays use core accessibility features like dictation (voice-to-text) and immersive readers. This isn’t just about making the task easier; it’s about removing the cognitive load of transcription so that a child can demonstrate their true understanding of a complex scientific concept or a rich literary theme. As one of our teachers noted, ​“We’re all working digitally because it’s more efficient… why would we actively prevent children from learning the skills we all depend on as adults?”.


2. Explicit Instruction and AI: Personalising the ​“How“

Explicit instruction requires clarity and the breaking down of complex tasks. Our recent research into Generative AI (Gemini) has shown how technology can assist teachers in this.

Teachers at LEO use AI to rapidly create multiple versions of an explanation or a set of instructions, tailored to different reading ages or specific pastoral needs. For a child with ASD who may struggle with abstract concepts, a teacher can use AI to generate a bespoke social story or a highly visual step-by-step guide in minutes. This ​“human-centred” use of AI allows the teacher to focus on the relationship and the connection, while the technology handles the heavy lifting of resource adaptation.


3. Oracy and Inclusivity by Design

A whole-school focus on oracy is central to our inclusive design. Tools like Mote (audio feedback) and Now Press Play (immersive audio experiences) allow pupils to ​“find their voice” without the barrier of the written word. For many SEND pupils, verbalising their thoughts is the first step toward metacognitive awareness. By recording their reflections, they can ​“hear” their own thinking process, which is a vital part of the EEF’s recommendation for self-regulated learning.

The Impact: Evidence in Action

The results of this evidence-informed, technology-enabled approach are measurable. Our 2025​“Next Chapter” impact study found that:

- Reduced Need for Intervention: The number of children on the SEND register requiring high-cost additional interventions is decreasing year-on-year at LEO, despite higher levels of need at entry. This suggests that our ​“universal” digital offer is meeting needs that would traditionally require specialist withdrawal.

- Closing the Gap: LEO schools continue to outperform national averages in Reading, Writing, and Maths, with the ​“outperformance gap” growing even as the Trust expands into schools with historically low attainment.

- Empowered Staff: By using AI to automate routine admin and resource creation, our teachers have reclaimed hours of time to spend directly with the children who need them most.

Conclusion: A Human-Centred Future

Technology will never replace the fundamental principles of teaching and learning. It cannot instill curiosity, and it cannot replace the ​“play, laughter, and mentorship” that defines a child’s development.

However, when we align technology with the EEF’s ​“Five-a-day” and a robust PedTech strategy, we do more than just ​“use EdTech.” We create a classroom where every child — regardless of their starting point — has the tools to be an ethical, critical, and successful ​“LEO Explorer” in a digital world. At LEO Academy Trust, we believe this ​“inclusivity by design” is the future of implementation, ensuring that ​“research into practice” means ​“success for all.“


What is our digital promise? At LEO, ours is clear:

- To our Students: Your potential will never be limited by your starting point; technology will be the scaffold you need to reach the same heights as your peers.
- To our Staff: We will use technology to amplify your expertise, not replace it — automating the routine so you can focus on the human connections.
- To our Community: We promise to lead the way in showing that ​“inclusivity by design” is the key to closing the gap and ensuring no learner is left behind.
- We believe this is the future of implementation: ensuring that ​“research into practice” leads to success for all.