Independent study highlights the impact of a learning-first approach to the use of digital tools across IFtL schools

On 28 April, education leaders from across the sector gathered for the launch of an independent impact study examining the role of 1:1 iPad provision across Inspiring Futures through Learning (IFtL) schools. The study has found that the strategic introduction of 1:1 devices – underpinned by a very clear educational vision – has led to gains across all aspects of school improvement.

The research-led report was conducted by independent academic, Dr Fiona Aubrey-Smith, alongside Sarah Hand, Head of System Leadership at IFtL. The study evaluated the impact of the trust’s “Futures” transformation project across 21 schools over an 18‑month period.

IFtL, a multi-academy trust serving more than 8,500 pupils, began rolling out 1:1 iPad provision in 2022 as part of a wider vision to improve equity, accessibility and inclusion. The study moved beyond operational measures to focus on the lived experiences of pupils and staff, and the ways digital tools are being used to support, extend and enhance pedagogy.

“What stands out in this study is not the technology itself, but the clarity and precision underpinning it,” said Dr Fiona Aubrey-Smith.
“By embedding clear pedagogical intent, and a focus on inclusive practice for every learner, IFtL has ensured that digital tools meaningfully enhance learning and teaching. The precision has been the key ingredient of impact”.

The study drew on a substantial evidence base, including 150 classroom observations across 21 schools, 3,979 survey responses, 64 focus groups and 42 interviews with pupils and professionals.

Since the introduction of 1:1 iPad provision, IFtL schools have seen an 8% increase in the number of pupils achieving age-related expectations in Reading, Writing and Maths, compared with a relatively static national picture. The study also identifies a significant reduction in suspensions, with some schools reporting reductions of up to 50% over the past three years.

In addition, 98% of leaders and 93% of teachers reported that digital tools have a positive impact on children’s learning, while 72% of leaders noted improvements in classroom behaviour.

Sarah Hand, Head of System Leadership at IFtL, said:
“The Futures project was never about devices alone. It was about equity, dignity and creating the conditions for great teaching to flourish consistently across our schools.”

Accessibility emerged as a central theme. Tools such as text-to-speech, translation and screen masking enabled pupils to access high-quality learning materials independently, reducing dependence on adult support and supporting dignity in learning.

Pupils reported a strong preference for interactive digital activities, including auto-marking quizzes, voice notes to support learner planning, and creative tools to unbuckle the old default of paper and pen based outcomes. The study also identified shifts in teaching and assessment practice, with recorded instructional inputs allowing pupils to revisit learning on demand and real-time assessment tools enabling teachers to address misconceptions immediately.

Analysis suggests these digital workflows created approximately 23% additional learning capacity by reducing transition and administrative time.

Contrary to concerns around isolation, the study found that digital tools supported self‑regulation and social participation, particularly for pupils with SEND. Over three years, suspension rates for SEND learners fell from 11.48% to 7.41%, correlating with the introduction of structured digital regulation strategies.

Cost analysis concluded that the £17 per pupil per month investment in 1:1 iPad provision is broadly comparable to historic spending on consumable resources, making the model financially sustainable while offering greater flexibility and impact.

The report concludes that the IFtL Futures project has strengthened existing pedagogy, closing the gap between intention and classroom reality, and enhancing the lived experience of learners across the trust.

The full impact report is available to read at www.iftl.co.uk/pedtech.