Readiness for Remote Learning Report 25/26

Provision of Devices and Connectivity

Provision of 1:1 Devices to Learners

From the responses that identified the year groups for which there is a 1:1 device provision for learners, 10 identified their provision:

In all cases this includes the P6-S6 year groups, half (5) of these includes ‘middle primary’ year groups (P4; P5), however only two identified that their provision extends to ‘lower primary’ year groups (P1; P2; P3). A few respondents indicate they are exploring or waiting on funding to progress to 1:1 provision. The lack of government funding was cited by a few as a barrier to progressing this. A few comments also highlighted the need for a sustainable replacement programme.

The majority of respondents (21, 67.7%) reported that currently their local authorities do not provide 1:1 devices to learners across all year groups. Analysis of responses indicates that learners can access devices through other approaches. The approaches used and the related device ratios vary across local authorities and, in some local authorities, across the school estate/sectors. Reported device ratios range from 1:1 - 1:6, one respondent indicated their provision being 1:15 in nursery settings. Others mentioned local decision-making impacting this, as some settings have autonomy to determine the most appropriate devices and/or use of budget for their own context.

Respondents qualified their approaches including:

• Learners can access devices from class sets or from a pool of devices within the school - various ratios.
• Provision of multiple devices in schools covering a wide range of different types of devices for use by staff and learners.
• ‘Bring your own device’ approaches - e.g. learners can bring their own device to use with learning platform, schools may supplement approach by providing access to a range of devices to support learning.

In their comments one respondent did highlight that with the use of ‘own devices’ there may not be enough in the home for families with more than one child and the device may not have all the applications and software required. They did cite they promoted the use of Glow and all online office tools. A few respondents indicated they are exploring routes to providing a 1:1 provision.

Ensuring access to a device and connectivity at home – Staff

Only a few respondents (4) reported that their local authorities ensure staff have access to both a device and connectivity at home. The majority confirmed their local authorities ensure staff have access to a device (20 including the 4 above). A minority responded ‘neither’ when asked if the authority had ensured staff had access to a device and/or connectivity at home.

Ensuring access to devices and connectivity at home – Families

Over a third of respondents (13, 41.9%) have indicated that they have provided their most deprived families with both devices and connectivity. A further seven have confirmed access to devices and another one connectivity.

Nearly a third of survey respondents (10) indicated that their local authorities have not ensured the most deprived families have access to both a device and connectivity at home.

Barriers to readiness for remote learning and any suggestions

When asked about barriers to remote learning, finance/funding was the most common response from the majority of respondents (16, 51.6%). This included the lack of government funding to support remote learning and support progress to providing 1:1 devices for all learners.

Comments also raised issues about.

• Keeping up to date with technology
• Device maintenance and investment in the lifecycle replacement of devices
• Cost of maintaining the local IT infrastructure
• Connectivity,
• Connectivity specifically in rural settings

A few respondents mentioned challenges for staff; either time available for professional learning, teachers’ own digital skills or confidence with this might be a barrier, though one authority commented on how this was improving.

A few comments highlighted concerns about the lack of funding impacting the provision for deprived families; 1:1 devices and connectivity.

A few respondents (5) highlighted concerns about the position around online and digital teaching remaining very challenging, professional associations (union) involvement is mentioned, and one comment suggested the need for a national agreement on digital delivery.

Other steps being taken to ensure readiness for remote learning

A few respondents discussed their local authority digital strategy providing updates on how their existing or future plans support readiness for remote learning. This included:

• Digital/online learning resources
• Digital training skills
• Virtual learning lessons for learners
• Engaging staff in roles to support remote learning i.e. digital education support roles, digital pedagogy practitioners or learning technologist. Regular engagement with head teachers to maximise readiness.
• As previously mentioned, a few of the survey respondents are exploring their own tenancy in MS and or google.
• Creating a local hub for schools to access all relevant documentation and support resources, required for any short-notice closure.
• Exploring AI and emerging technology

A minority of respondents provided no other comments (11).

Comparison between 2023 and 2025 surveys

Making any sort of comparison between the responses from 2023 and 2025 that is statistically accurate is very difficult due to the increase in number of education authorities responding and potential changes to individuals collating and making the responses. The fact that almost all (30, 96.8%) education authorities from a much higher response rate stated that their authority had a plan for remote learning can be seen as a positive.

Given the caveat above, the following observations can be made when looking at both surveys. Two areas that looked to show progress were the awareness of national sessions on digital literacy and digital learning teaching, all education authorities (31, 100%) were confident of staff awareness, and ensuring parental access to a platform for communication during remote learning, almost all (30, 96.8%) education authorities. In both cases the responses improved from ‘most’ education authorities in the 2023 survey. On the other hand, in the previous survey almost all education authorities stated they would be able to move to remote learning within few days whereas in 2025 this was most (24, 77%) education authorities. This may indicate changes in priorities over time or a greater understanding of what is required for remote learning.