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A unique whole school management and learning solution.

Testimonials

“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 or I’ll kick off!”

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.

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"The impact on attendance that EDLounge has had is that been able to support an increase in 2.7 per cent increase 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 mark able 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, Featherstone Academy

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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

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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

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

Steve Audus, Chaucer School

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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

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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

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

T Cale, Leeds East Academy

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"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

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"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 and pupils are keen to see the improvements they can make to their 'own room' as well as the monetary rewards they get from their 'enterprise'. 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

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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 Wellbeing)

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