“It’s absolutely changed our approach to teaching and learning. It supports and enhances teaching across the curriculum and it’s been absolutely game changing for us.”
Elizabeth Savage, Headteacher
What began as a remote learning solution has become the foundation of teaching and learning at Jennett’s Park CE Primary School.
Five years after adopting Seesaw, the school has embedded it across the curriculum, helping teachers deliver more responsive lessons, improve accessibility for every learner and reduce workload. Today, Seesaw supports teaching, learning, assessment and stronger connections between school and home in one secure, all-in-one platform.
435
Pupils supported
School Profile
SCHOOL
Jennett’s Park CE Primary School
TRUST
Oxford Diocesan Schools Trust
LOCAL AUTHORITY
Bracknell Forest, Berkshire
2020
Using Seesaw since
Impact at a glance
- Writing outcomes improved by 15 percentage points, from 62% to 77% over three years
- Lessons supported with lesson slides, modelling and scaffolds available throughout every lesson
- 19,092 pieces of pupil work created during the 2025/26 academic year
- 618 lessons taught from the Seesaw libraries, which are expert designed and curriculum-aligned
- Greater pupil independence through accessible, self-paced learning and multi-modal tools
- Reduced teacher workload through reusable resources, digital feedback and whole-school visibility
More responsive teaching for every learner
Before Seesaw, teachers at Jennett’s Park relied heavily on printed resources and whole-class teaching. Lesson slides, success criteria and worked examples were largely confined to the classroom board, making it harder for pupils to revisit learning independently. Teachers also spent valuable time preparing, printing and organising resources.
Today, lessons are supported through Seesaw, giving pupils access to lesson slides, teacher modelling, success criteria, scaffolds and extension activities on their iPads. Pupils can revisit explanations, replay modelled examples and refer back to key vocabulary whenever they need to, helping them work more independently while teachers provide targeted support where it is needed most.
Teachers also use Seesaw across the wider curriculum, enabling pupils to record learning through writing, photographs, voice recordings and video, creating richer opportunities for reflection and discussion.
“It’s like having another adult in the classroom. Children can revisit the teaching whenever they need it, while the teacher is free to support those who need it most.”
Improving outcomes through accessibility
Making learning more accessible for every child has been one of the school’s biggest successes.
Teachers embed sentence starters, model answers, videos, voice recordings and speech-to-text directly into lessons, making support available without creating separate activities or drawing attention to individual needs.
“Every child can have the intervention and additional support without any stigma attached.”
Within writing lessons, pupils can replay teacher modelling and worked examples as many times as they need, helping them build confidence and become more independent writers.
This has had a particularly positive impact on pupils with SEND. One pupil with an EHCP, who previously struggled to record ideas in writing, now independently uses voice recording and speech-to-text before transferring work into their exercise book.
Translation tools have also helped pupils with English as an Additional Language, making learning more accessible for children and their families.
The wider impact is reflected in the school’s writing outcomes, which have improved from 62% to 77% over the last three years.
Saving teachers time
Alongside improving pupil outcomes, Seesaw has helped the school deliver consistently high-quality teaching while reducing teacher workload.
Resources are created once, refined and shared year after year, while teachers provide written, audio and visual feedback in one place, making it easier to track progress and respond quickly to misconceptions.
Teachers also use Seesaw to introduce key vocabulary before lessons and to support pupils catching up after absence, with lesson materials always available to revisit.
“I take less home than I ever used to. What I mainly take home now is my iPad because I can plan, review children’s learning and give feedback wherever I am.”
David Page, Year 6 Teacher
Embedding Seesaw across the curriculum
Although literacy has seen some of the strongest outcomes, Seesaw is embedded across the curriculum at Jennett’s Park.
Teachers use step-by-step videos in art so pupils can pause, replay demonstrations and work at their own pace. Children also capture science investigations, design and technology projects and other classroom learning through photos, videos and voice recordings, creating a digital record of learning they are proud to share with teachers and families.
Strengthening home-school partnerships
Most importantly, Seesaw has transformed the way Jennett’s Park connects with families.
As the school’s primary home learning platform, Seesaw gives parents regular insight into classroom learning through weekly learning blogs, photographs, videos, examples of pupil work and curriculum updates. Families no longer have to wait until parents’ evenings or book looks to celebrate learning. Instead, they can see progress as it happens and continue those conversations at home.
“We don’t get, ‘What did you do at school today?’ and ‘I can’t remember.’ Parents can actually have conversations about learning because they can see exactly what their children have been doing.”
As the school continues to develop its approach, there is a renewed focus on using Seesaw in Years 1 and 2 to create a seamless transition from EYFS and maintain strong family engagement throughout primary school.
Looking ahead
Five years on, Seesaw is woven into everyday life at Jennett’s Park. It has become an integral part of how the school teaches, learns and works with families.
Elizabeth’s advice to other schools is simple.
“Start small, then go big. Treat it as a long-term investment because it’s revolutionary.”
Looking back, she has no doubts.
“We wouldn’t go back.”
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