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“At BBG Academy, EDLounge currently plays a large part in how we support students who have received Fixed Term Exclusions. It is vital that despite the wrong choices the student may have made, they are offered a chance to continue their learning and education during what can be a very difficult time. Students are promptly placed on a seat on EDClass and are set relevant work that they would otherwise miss out on.

As well as this, the students have an opportunity to reduce any reintegration time they may serve in Isolation upon their return to school and also reduce the impact a Fixed Term Exclusion may have on their attendance.” 

Scott Sweeney, BBG Academy


"The customer service team at EDLounge do a fantastic job and it is great knowing I can contact them with any questions or queries I may have to find they will be dealt with immediately. When I initially started using the EDLounge Platform I was worried it was going to be difficult to get my head around it all but with the help and support from everyone at EDLounge I have now got it up and running quite efficiently within our school.

EDLounge is helping us as at school ensure students that are offsite for various reasons are still able to complete relevant work remotely rather than fall behind in their studies, whilst still being able to get help if they become stuck by using the personal tutor support available. The programme also allows students’ progression whilst using the EDLounge facility to be monitored and tracked which we have found to be a valuable tool to both the students and the school in improving further learning development.

 A big thank you from everyone at Firth Park Academy, especially Shakeela."

Shakeela Wheeler, Firth Park Academy


"EdClass is a key component of our behaviour support package at Pakefield. For students who are at risk of permanent exclusion, we use EdClass to deliver off site learning, with students attending school for a short amount of time each day with sessions focusing on improving their own behaviour.

Family support workers, parents, and the students themselves have been very positive about the support in place. The fact that qualified teachers are available through EdClass means that students feel connected to their learning at all times, a stark contrast to the typical exclusion process."

Dan Bagshaw, Assistant Headteacher, Pakefield High School and Learning Community


"With attendance continuing to have a high agenda within schools we have found edclass to be invaluable. It has provided us with the flexibility in providing work for pupils who are genuinely unable to attend school through ill health. It has also enabled us to provide support for those pupils suffering with mental health issues and struggle to attend a full timetable. Parents/carers value the extra support which is further enhanced through the safeguarding home visit. We also use edclass to provide an early intervention learning package for those pupils who are at risk of fixed term exclusion. Pupils no longer see a fixed term exclusion as 'an extra days holiday'.

The support provided by the staff at Edlounge/Edclass has been exemplary from the training offered to the response to safeguarding issues."

Su Gill, Deputy Headteacher (Pastoral), Haughton Academy


"We have started using EdLounge in our external isolation room. It keeps students more engaged and focused – the short tasks and motivation through the gaming aspect work brilliantly. Students can also follow their timetable when isolated so they don’t fall behind in their class work."

Mrs Jennifer Sadler, Re-Engagement Leader, Green Room Provision, Pudsey Grangefield School


At Springwell Lincolnshire we have been using Edvirtual as part of our targeted intervention programme for students who have been excluded from mainstream settings and have struggled to integrate into alternative provision working alongside peers.

For many of our students, anxiety creates a barrier to their learning, but with edvirtual the pressure to perform in front of peers is removed, which has meant that for two particular students attendance has gone from virtually nothing to 80% plus, which has, of course, also raised their attainment dramatically. The interface for the students is very user friendly, and they actively enjoy their lessons, even those who have previously hated school.

From a teacher’s point of view, the system allows me to provide a totally individualised curriculum for each student, and to track progress with great accuracy. The marking and feedback system is incredibly helpful, as the lesson is marked automatically as the student works through it, so that I can focus on giving useful verbal and written feedback rather than spending hours over the minutiae of checking answers. The variety of subjects and number of lessons available provide flexibility, and a much broader offer than students on one to one tuition usually receive.

Lucy Flux, Lead Teacher for Targeted Intervention, Springwell Lincolnshire


'' I liked the course and felt less stressed at doing the reading and writing work. I really enjoyed preparing and doing my presentation about Switzerland and Swiss trains. I'm very proud of my result.''

Tomas, Student, Oldham, Functional Skills Student


''I was increasingly concerned that the revised GCSE English Language exam would be too demanding for my son who has autism and a language disorder.

EDLounge gave my son the opportunity to develop his reading and writing skills at his own pace and maintain his self-esteem by providing him with a stepping stone qualification to work towards.

The presentation element of this qualification was a fantastic way to engage him and helped him become more confident with techniques to use in his writing.''

Mrs Cusack, Parent, Oldham, Lancs


"The Cooperative Academy has been the highest attending high school in Manchester for the last four years and constantly strive to keep the attendance at a high level. We currently have 900 students on  roll. The attendance up to half term 5 this academic year was 97.21% and our PA level was 3%. In the last released DfE’s figures we came in the top 1% of England.

The Academy is based in an area of low income families with a high proportion of students coming from challenging complex backgrounds,  Keeping students engaged and attending regularly is a daily challenging task.

We were introduced to EDLounge in the middle of the academic year 2016 – 2017 the impact on our attendance was instant and has a positive impact on our figures.

I can confidently say that if we had had the package sooner we would have had a lower PA figure and increased attendance. With the purchase of the EDClass seat we have access to EDLounge which we have set up in our internal Exclusion suite, this provides students who would normally have to work from work sheets, access to lessons and course work that they would normally be completing in lessons.

In my role as Attendance Manager and Safeguarding Officer I am often asked to visit other schools and Academies to offer support in improving their attendance, I have  no problem in endorsing the EDLounge company to Schools and Academies as a tool to improve their attendance and support students.

Many Thanks "

Jenny - Attendance Manager & Safeguarding Officer, The Co-operative Academy of Manchester


“Each of the students that have been on the programme benefited massively over the past academic year, with reintegrations back into centre, back into mainstream education and others have progressed by their engagement with the programme to reintegrate with their peers through work based learning opportunities. This system has proved to re-engage both the pupils and their parents/carers with their child's education.”

Jane Horsfield – Engagement Team – Sheffield Inclusion Centre


“The safeguarding of all our pupils is a priority; EDLounge adheres to safeguarding policies, including an alert that students can use to immediately contact a member of staff and allows them to stay in constant contact with the school. We know our students are safe when they’re online and if they have any concerns, they know we are only a button away.”

Yasmin Celik, Associate Leader for Student Support/Safeguarding lead at Chaucer School in Sheffield


“The access to qualified teachers throughout the EDLounge experience promotes a level of engagement that we have not seen with similar products. We have used a range of online products and have always felt that there was something missing. EDLounge meets the needs of students, parents/carers and staff, ensuring that safeguarding and student engagement are paramount."

Andy Percival, Deputy Headteacher, The Rodillian Academy, West Yorkshire 


EDLounge January - March 2017 Case Study:  Providing an effective Virtual Classroom  and alternative provision for a Pupil Referral Unit to increase outcomes, raise achievement and improve attendance.

By Sheffield Inclusion Centre

Cohort: A cohort of 15 students, who are not just school refusers but also “PRU refusers”

“Our students are out of mainstream education for various reasons; they might suffer from anxiety or other mental health issues. Others simply just don’t like school. But our objective is very clear: we want to get our students back into mainstream education.”

Objectives: To use the EDVirtual (Virtual classroom) to help educate, support and offer safeguarding for a range of students with both the schools and EDlounge teaching and support staff

Methodology: To follow a unique learning pathway specially designed for each student in English and Maths whilst getting virtual support on line by a safeguarding mentor (at the school) and getting online support regarding lessons (within EDLounge)

“We use a virtual classroom to deliver lessons and homework to our students, and they receive an attendance mark for each session. There is a tracking system in place so we can see at a glance how many times a student has logged on, what they’re doing, how they’re progressing, and so on. We’re also able to have a virtual face-to-face check ins with each student, enabling us to see that the student is safe and well, and also speak to them about their work and progress”.


Stats: 14 out of 15 students (93%) progressed completing a six week English and Maths programme

Stats: 83.25% attendance rate.

Stats: 4% increase in the whole school attendance

Stats: One students percentage increase by 43%

Stats: 36% of cohort had 100 percent attendance

Success: Two of the students asked to come back into centre and have been successfully reintegrated.

“The results have been incredible. Two of our students have recently informed us that they want return to mainstream education! With a virtual classroom, we’re able to ensure our students receive classwork and homework regularly, and we can monitor their progress and give them the support they need, so that when the time comes, the transition back into the classroom goes smoothly.”


We, at The Brades Lodge, work with students who experience Social, Emotional and Mental Health Difficulties.  As a result some of our students have been out of education for extended periods of time, when they come to us we have to integrate them back into a school environment and get them ready for learning again.

Since we have been using EdLounge as one of our strategies the attendance has increased by almost 10%.  The motivation to work is rewarded by the token system and the games appropriate to the students we work with. The pre set lessons work well and link in with the curriculum.

The support from Ed Lounge is invaluable and issues encountered have been dealt with quickly and efficiently.

Simon Hobbs, Acting Head of School


“I think EdLounge is good cos sometimes it’s easier to learn certain things on there better than with a teacher and if the teacher can’t come or is busy we can simply log on and get good lessons out of it. I have learnt my times tables off it. I’ve learnt about cells and stuff in the body. I soaked it up like a sponge! It’s fun cos if you get a question right you get money and can go on EdVille. I’m saving my money for good stuff. You definitely have to buy it!”

A students View: LK’s View of EdLounge

She was not willing to write but was happy to dictate her views to me. Excuse the phrasing as this was how she said it.


"The impact on attendance that EDLounge has had is that it has been able to support an increase in 2.7 per cent in the first term of this academic year (2015) because students are engaged on an alternative provision whilst excluded. This often has not been the case in other alternative providers we have set up through failure to engage or attend through choice or transport issues. This is not the case with EDLounge as we have set it up in the comfort of their own home after we undertaken appropriate and legal safeguarding measures to ensure the student is in the right and safe environment to continue on their off-site education. 

EDLounge, because it is all interfaced related, students of this day of age quite often prefer to interact in that measure and they almost don’t feel like they are learning and they don’t feel like it is school work, because the way it is set up and how they engage with it. I cannot recommend EDLounge highly enough in terms of how it has supported the behaviour transformation at the Featherstone Academy and I would willingly endorse it to any other educational establishment in the country that are looking to make a difference to their school’s behaviour and overall school culture.  

What is a real bonus for the student is how they can see how they are making progress because of the work is so tailored to them in their personalised pathways they actually demonstrate a markable amount of progress. With that intrinsic motivation and being reward with being able to see the personal progress made themselves is a really is a powerful tool to changing some of our students, some of real hard to reach student behaviour. 

Also, EDLounge has saved the academy many thousands of pounds this academic year because we use it as our first port of call for alternative provision. The impact of EDLounge and EDClass is that we can now support students learning whilst they are excluded from the academy. Therefore, when they return from their exclusion they have not fallen behind their peers in terms of their learning and they are able to be seamlessly reintegrated back into mainstream lessons without any detriment to their education.

We are avoiding bounce back exclusions where students return back to mainstream lessons and because of the gaps in their knowledge can often lead to low level disruption or further disruption which ends up as a repeat fixed term exclusion – but EDLounge fills that gap and students are far better supported in their learning both once on exclusion and when on return from exclusion. "

Jason Kenneally, Associate Headteacher, 


EdLounge has been used to support our Year 11 Pupil Premium GCSE Maths intervention project. We ran over 15 twilight sessions on Thursday evenings. Attainment was 20% at the start of the project in February 2014; and actual GCSE A*-C was 80% in August 2014. 3 Levels of Progress for the group was 67% and 4 Levels of Progress was 11%. An excellent package which provided the enjoyment of interactive learning with the robust link to assessment.

Mr Kausor Amin-Ali, Deputy Headteacher Balby Carr Community Academy


EDlounge has quickly become popular with the students, and Teachers have caught on to the buzz created. We decided first of all to use EDlounge in our support units as an aid to teaching but also to set work for non attending students and short term exclusions. This has rapidly expanded to Teachers using it in class to reinforce their lessons, and of course setting home work. The feedback has been 100% positive from the staff. Going forward, the whole school will be offered access to EDlounge, both for reinforcement and homework. I would like to add that I cannot fault the team at EDlounge, one phone call, job done!! 

Peter Fletcher, Abraham Darby Academy


The lessons on Edlounge are excellent, offering varied subjects, and great of focusing work at an individual student level.

Steve Audus, Chaucer School


EdLounge is a fantastic resource which enables students who are often attending an alternative provision to learn in a monitored way. It is easy to set up lessons for classes, and if a student does well they can have a reward and play on it instead. Having the ability to monitor what is being done is great, and that it can be accessed from home.

Miss Natalie Turner, The Regis School


Developing the students’ literacy skills continues to be a whole school focus at Canons High School. In time-tabled lessons Edlounge is taught to two Option groups(Year9-11). Students are given a copy of the English Library contents. They first self-assess their strengths and areas for development. I then target the weaker areas as part of their personal pathways. Next, as a group, they identify which skills would best support their current focus in English lessons. After working through a preview of adjectives, the students work their way through the lessons ( completing 2 each session), before returning to their Personal Pathways. Students with EAL/ SEN challenges to learning, benefit from both whole class teaching to introduce new, or review and develop previously taught skills , at their own pace using individualised pathways provided by Edlounge. This programme is an important tool which, when used consistently helps students to close the gaps in their learning, improve their access to the curriculum and raise their self-esteem. To further engage the students, we include film studies based on a given theme: e.g. Portrayals of Fatherhood. Over the term we will have compared characters in 3-4 films. The literacy focus will be on word, sentence and paragraph level, linking up with the chosen writing skills from the English Library where possible, and the whole school literacy focus. Future plans: To get students to ‘teach’ a lesson to the class, that they have successfully completed. To develop the use of Edville and the other more ‘fun’ elements of Edlounge- I would appreciate some help with this, please. To involve students in enterprising community projects using skills they can learn using Edlounge

Ingrid Vidal, Canons High School


This is about to revolutionise the way we work with disengaged students. It is a powerful tool and we are excited at the speed in which we can set or provide work to students remotely. 

T Cale, Leeds East Academy


"I have been using EDLounge for about a year. I work in a small intervention unit within the school, where pupils who could potentially underachieve in maths and science come for catch up lessons. Each student has an individual learning programme through EDLounge. I have also used EDLounge during my lessons as I can tailor the learning pathways to individual students. The students also enjoy using it as it's different from anything else they use in school and they actually want to complete the lessons as they receive rewards at the end. I tend to use it as a bit of a reward if they have worked hard, as I find my students cannot concentrate for long periods and EDLounge gives them something to aim for. I think it has helped behaviour, as even improving the enterprises requires quite a bit of concentration and this is something the students want to do."

 Mrs J Taylor, Sandy Upper School, Bedfordshire


"EDLounge has provided us with an excellent tool for the motivation of pupils, not only does it improve confidence in the core subject areas of English, Maths and Science, it sets them on the path to thinking about work management issues. The online service allows pupils to continue their work at home, as well as submitting work to tutors for regular marking. The reward system has provided an additional stimulus... as well as the monetary rewards they get ... The recent addition of topics on Behaviour, Working Skills and Health and Safety has further broadened its appeal. An exciting venture for pupils of differing abilities."

 Mr D. R. Corry, Alternative Curriculum Manager


We commenced with EDLounge in 2012 following a chance finding of the program on the internet. I then met with Chris Ramsden the Director of EDLounge Australia. Chris demonstrated the program to a number of staff at the school and we agreed to proceed with the purchase of a full licence.

We have been using the program for a number of students who present with a range of issues. The issues impacting on the students and their ability to fully  engage in mainstream schooling include, long term physical illness and treatment, high levels of anxiety, severe clinical depression, Autism Spectrum Disorder (ASD) and school refusal.

Of the 6 students we had on in term 4, two have returned to full time school attendance which is a great result. Two have left the area and two are continuing with EDLounge. We have four new students on the program this year. Their issues are around anxiety and in one case the student has Autism Spectrum Disorder (ASD) and finds the school environment too challenging to manage.

The beauty of EDLounge is that you can design the student’s program to suit their ability and interests. The student does not know what level the work is pitched at and you can randomise the lessons. In some cases EDLounge is one aspect of the student’s weekly program and they may be linked in with other programs.  In Victoria, where we are funded directly by the government on a per capita basis, we have found from a financial point of view that EDLounge has paid for itself due to having students engaged in learning whilst not necessarily learning at school.

It is still early days for us and we are learning the best ways to use the program. We have a number of students who go to their local library twice a week for two hour blocks to do their EDLounge. This provides a number of advantages including, putting some routine into their life, providing a break for parents/carers and allowing school staff to maintain the relationship with the students without intruding on the home. We ensure that a staff member always drops in to see the student at the library .We have started some students out of school initially and then gradually returned them to school to allow them to build their confidence in being in a mainstream setting.

We are exploring how to use some of the content in our mainstream classes and for homework. Longer term we may use EDLounge as a learning management system as you can alter existing lessons, or add new lessons.

Ken Stewart, Assistant Principal, Geelong High School, Victoria, Australia (Student Well-being)

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